A Literary Study of the Book of Genesis (A Bible as/in Literature Online Course Curriculum for Secondary Education)
By Wilma J. Brown-Foreman, ED. S
Academic Initiatives for Biblical Literacy in Secondary Education 1
Academic Initiatives for Biblical Literacy in Secondary Education 2
“Knowledge is Power; Power provides Information; Information leads to Education; Education breeds Wisdom; Wisdom is Liberation. People are not liberated because of lack of knowledge.” Ayivo
The Power of Knowledge!
Israelmore
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Copyright © 2021 Mermaid Publishers. All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, write to the publisher, addressed “Attention: Permissions Coordinator,” at info@mermaidpublishers.com. MermaidISBN: www.mermaidpublishers.comPublishers Academic Initiatives for Biblical Literacy in Secondary Education 3
Contents LessonLessonLessonLessonLessonLessonLessonOnlinePre-AssessmentAcknowledgements..........................................................................................................................6Questions..............................................................................................................7Survey(Pre-AssessmentofFirstAmendmentKnowledge)............................................15One:TeachingabouttheBibleinPublicSchools..........................................................17Two:UnderstandingtheEstablishmentClause..............................................................23LessonThree:Examining“SeparationofChurchandState”IssuesinPublicEducation....29LessonFour:UsingOnlineBibleStudyTools(PartOne)........................................................34Five:ExploringOnlineBibleStudyTools......................................................................40Six:IntroductiontotheTorah........................................................................................46LessonSeven:AnOverviewoftheGenesisStory......................................................................52Eight:TheLiteraryPlotofGenesis.................................................................................56Nine:HebrewCreationNarrativesinJewishandChristianTraditions.......................62Ten : The Literary Design of Genesis, Chapter One........................................................67 Lesson Eleven: “The Fall of Humanity” (Genesis, Chapter Three)...........................................73 Lesson Twelve: Foreshadowing in Genesis 3:15.........................................................................80 Lesson Thirteen: The Cain and Abel Narrative...........................................................................85 Lesson Fourteen: The Great Flood (A Biblical Historical Narrative)........................................91 Lesson Fifteen: The Tower of Babel Narrative(Genesis, Chapter Eleven)..............................101 Lesson Sixteen: Common Themes and Patterns in the Book of Genesis.................................108 Lesson Seventeen: The Biblical Theme of Good and Evil in Milton’s Paradise Lost.............116 Lesson Eighteen: A Philosophical Characterization of God by Thomas Aquinas....................................................................................................................122 Lesson Nineteen: A Philosophical Characterization of God by A.W. Tozer.............................126 Lesson Twenty: “The Creation” Poem by James Weldon Johnson.......................................130 Academic Initiatives for Biblical Literacy in Secondary Education 4
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Lesson Twenty-One: Biblical Characterization in Milton’s Paradise Lost..............................136 Lesson Twenty-Two: Didactic Ethical Views of Genesis 1:27 (in Jewish Tradition).................................................................................................................142 Lesson Twenty-Three: The Genesis Metanarrative...................................................................148 Lesson Twenty-Four: Introduction to Patriarchal Narratives (Genesis 12- 23)......................152 Lesson Twenty-Five: The Biblical Theme of Covenants...........................................................167 Lesson Twenty-Six: The Beginning of the Nation of Israel (Genesis 24- 30)..........................174 Lesson Twenty-Seven: The Chiasmic Episodic Structure of the Abrahamic Story...............................................................................................................185 Lesson Twenty-Eight: The Significance of Abraham in Jewish, Christian, and Islamic Traditions............................................................................189 Lesson Twenty-Nine: The Joseph Saga (Genesis 37- 50)..........................................................197 Lesson Thirty: Irony in the Book of Genesis.............................................................................207 Lesson Thirty-One: Idioms from the Book of Genesis..............................................................214 Lesson Thirty-Two: Shakespeare’s Allusions to the Book of Genesis.....................................219 Lesson Thirty-Three: John Bunyan’s Exposition on the First Ten Chapters of Genesis....................................................................................................................224 Lesson Thirty-Four: Parallels Of The “Loss/Restoration” Theme in the Books of Genesis and Revelation.....................................................................................229 Lesson Thirty-Five: The Genesis Metanarrative (“The Big Picture”).....................................233 Academic Initiatives for Biblical Literacy in Secondary Education 5
Academic Initiatives for Biblical Literacy in Secondary Education 6
I will always be grateful to my late husband and friend, Theodore M. Foreman, LTC (retired), for his empowering words to me, “I believe in you.” My sincerest appreciation goes all those who stood with me in this mission to return the Hebrew Bible to the public schools constitutionally, academically, and honorably. I extend much gratitude to those who supported me by actively participating in the first online AIBL course and to my family, friends, and fellow educators who were courageous enough to follow my paths of truth, knowledge, courage, perseverance, and faith. I realize that much work remains before this worthy mission is completed, but as for me, an English teacher for life, I will stand on the words of M.K. Gandhi, “My life is my message.” My mission is to remain true to the message.
ACKNOWLEDGEMENTS
6. Does “literacy” simply mean that one can read and write?
1. In 1963, did the U.S. Supreme Court rule against all religious activities in public schools?
STATEMENT ON THE BIBLE IN PUBLIC SCHOOLS: A FIRST AMENDMENT (GUIDEhttps://www.aclu.org/other/statement-bible-public-schools-first-amendment-guide)
2. Are public school teachers legally allowed to require students enrolled in public education to engage in devotional activities, such as daily Bible readings and prayers that do not relate to academics?
7. Should literate people be able to engage in cultural conversations in a way that will earn them respect? for Biblical Literacy in Secondary Education
Academic Initiatives
4. Do people in Western civilization recognize the Hebrew Bible as an outstanding literary and historical work?
Directions: Use online 1st Amendment guides for teaching about the Bible and religion in public schools to answer the following questions. E-mail your responses to me at wilmaforeman@yahoo.com
Assignment One (Suggested Resource(s)/Reference(s): The First Amendment in Schools Resource Guide expression-in-the-public-schools(https://ncac.org/resource/the-first-amendment-in-schools-resource-guide-religious-)
PRE-ASSESSMENT QUESTIONS (1st Amendment Rights in Public Education)
Include any questions about the assignment in your e-mail.
The purpose of this pre-assessment is to gain insight into what experiences and knowledge the teachers, parents, and students bring to the course and to offer the basis for planning truly meaningful instruction as the course progresses. Throughout the course, students will complete formal and informal assessments that measure their understanding of the academic content of the lessons and allow them to illustrate and expand their ideas connected to different scholarly biblical topics.
3. Is the Hebrew Bible connected to Western culture?
5. Do writers in Western cultures rely on the Hebrew Bible to answer questions that humans face in life?
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Label the submission: Pre-Assessment-1st Amendment Rights in Public Education.
Answer (A) YES (B) NO.
B. Questions concerning religion, the history of religion, comparative religion, the Bible (or other religious teachings) as literature are permissible in public education.
C. In public education, students may study lessons related to the role of religion in the history of the United States and other countries.
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9. In the 1963 U.S. Supreme Court ruling, Abington v. Schempp, did the Court state that the Bible is “worthy of studying for its literary and historical qualities”?
D. Public school students may consider religious influences on philosophy, art, music, literature, and social studies.
Pre-Assessment
11. Did Gallup mean that Western cultures do not respect the Hebrew Bible when he said, “We revere the Bible, but we don’t read it”?
14. If the Hebrew Bible uses figurative language, should one expect to see symbols, similes, and metaphors in the Scriptures?
13. Is the Hebrew Bible filled with figurative language?
A. Educators widely agree that studying about religion, where proper, is an important part of a complete education.
Questions
D. The Supreme Court has held that public schools may instruct students about the Bible in public education if such teaching is without the attempt to persuade students religiously.
E. All the above are correct.
10. Are English teachers expected to know that biblical literature gives more insight about other literary works, including their overall structures, themes, and background history?
17. Which of the following statements is NOT CORRECT?
B. Constitutionally, academic courses such as literature and history classes are permissible as a part of high schools’ curricula.
E. All the above are correct. Biblical Literacy Secondary Education
8. Did any of America’s founding fathers hold the Hebrew Bible in high esteem?
12. Based on the legal findings, should public schools be “religious-free” zones because of “separation of church and state” laws?
C. Understanding biblical narratives and concepts adds to our understanding of literature, history, law, art, and modern society in general.
Academic Initiatives for
15. If the Hebrew Bible uses figurative language, should one expect the complete text to be literal, or strictly word for word? Select the correct choice for each set of statements.
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16. Which of the following statements is NOT CORRECT?
A. In 1995 and again in 1998, the U.S. Department of Education sent 1st Amendment clarification guidelines to every superintendent of public schools across America?
Academic
C. Teaching about the Bible academically in public education may occur in literature, history, or any other required or elective course
19. Which of the following statements is NOT CORRECT?
E. All the above are correct.
B. Instructional materials and lessons that are of a devotional nature, such as those used in a Sunday school, are constitutionally inappropriate for Bible elective courses in public education.
A. Not only may public schools teach about religious holidays, but they may engage in religious holidays as religious events and promote such observance.
21. Which of the following statements is NOT CORRECT?
D. A school district’s policy for teaching Bible elective courses should reflect constitutional principles and current law.
E. All the above are correct.
A. Outside sources cannot fund religious courses on public school campuses.
C. In public education, local school boards should adopt policies on the role of studies about religion in the schools’ curricula.
C. Hiring of teachers of academic Bible classes in public education should be based upon their academic qualifications, rather than religious beliefs or non-beliefs.
18. Which of the following statements is NOT CORRECT?
C. The Hebrew Bible is permissible as a primary text in Bible electives in public school curricula.
A. A superintendent or school board should select teachers for a class involving Biblical studies in the same way as all other teachers.
E. All the above are correct.
D. Legal guidelines suggest more than one biblical text for public school Bible elective courses.
B. School districts should assign the responsibility of hiring teachers of Bible electives to an outside committee that selects teachers based upon their religious beliefs or perspectives.
E. All the above are correct. Initiatives for Biblical Literacy in Secondary Education
A. Funding for an elective course in religion cannot come from the state.
D. Disqualification of teachers should not rest upon the fact that they have received training in religious institutions such as Bible colleges or seminaries.
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B. Decisions concerning instructional materials, including which translation of the Bible to use, should remain under the control of the local board of education.
20. Which of the following statements is NOT CORRECT?
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
D. The lower courts have ruled that the constitutionality of Bible elective courses in public schools’ classes is highly dependent on how one teaches the class.
B. In keeping the 1st Amendment’s mandate of governmental neutrality toward religion, any study of religion in a public school must be educational, not devotional.
Pre-Assessment Questions 22. Which of the following statements is NOT CORRECT?
A. Public educators may strive for student awareness of religions but should not press for student acceptance of any religion.
D. In 1998, a coalition of seventeen religious and educational organizations issued clarification guidelines about religion in public schools and avoidance of religious indoctrination.
E. All the above are correct.
E. All the above are correct.
25. Which of the following statements is NOT CORRECT?
A. Teacher advocacy (support for), indoctrination (teaching a doctrine without questions), and proselytizing (trying to convert someone to a belief) are not permissible in Bible electives courses in public education.
23. Which of the following statements is NOT CORRECT?
B. In Western cultures, there is a Jewish Bible called the Hebrew Scriptures, or Tanakh.
C. Teachers of Bible electives must understand the difference between favoring the practice of religion and teaching a Bible class in a way that does not influence personal feelings or opinions.
D. In Western societies, there are various Christian Bibles – such as Catholic, Protestant, and Orthodox.
Academic Initiatives for Biblical Literacy in Secondary Education 10
D. Selecting a variety of Bibles for use in literature, history, or elective Bible courses is important since more than one Bible exist in Western cultures.
A. A public school may educate students about all religions, but may not promote or denigrate, or criticize any religion.
B. Students in public education have the 1st Amendment right to disparage (belittle) other religions.
E. All the above statements are correct.
D. The Jewish and Christian Bibles have two major divisions-the Old and New Testaments.
C. Western cultures have only one official biblical text, the King James Version.
B. Academic teaching about the Hebrew Bible should not intend to either undermine or reinforce the beliefs of those who accept the Bible as sacred scripture or of those who do not.
A. The goals of public schools in teaching about religion and the Hebrew Bible should be academic and not devotional.
C. The public school may expose students to different religious views, but may not impose, discourage, or encourage any view.
24. Which of the following statements is NOT CORRECT?
B. A public school may sponsor studies about religion but may not sponsor the practice of religion.
C. Faith formation in children is the responsibility of parents and religious communities, not the public schools.
28. Which of the following statements is NOT CORRECT?
D. In Judaism, various rabbinic (Jewish scholars or teachers) commentators give instruction about the Hebrew Bible.
C. Religious and secular studies of the Hebrew Bible are common in Western culture.
C. Judaism (Jewish faith) does not include the Christian New Testament in its Bible.
27. Which of the following statements is NOT CORRECT?
D. Parents should be involved in planning academic courses about the Hebrew Bible and religion in public education.
E. All the statements above are correct.
E. All the statements above are correct.
B. Public educators should be nonjudgmental, academic, neutral, balanced, and fair in teaching about religion.
26. Which of the following statements is NOT CORRECT?
29. Which of the following statements is NOT CORRECT?
B. A Protestant is a member or follower of any of the Western Christian churches that are separate from the Roman Catholic church.
A. To be “objective” is to remain “neutral” in instructional procedures.
D. The Catholic Old Testament has forty-six books while the Protestant has thirty-nine books.
C. Teachers of Bible course electives in public education should use a biblical sourcebook that includes the key texts of each of the major Bibles or an anthology (a collection or compilation) of various translations.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
E. All the statements above are correct.
B. Students should discuss the major views concerning authorship and the compilation of books of the Bible.
B. Modern scholarship (learning) of the Hebrew text is not common to every denomination in Western culture.
A. In elective Bible courses, teachers should remind students about the differences between the various Bibles.
D. Public-school teachers should expose students to a variety of interpretations of Hebrew scriptures.
E. All the above statements are true.
A. Christians and Jews use the findings of modern secular (having no religious or spiritual basis) scholarship to interpret the Bible.
C. Lessons assigned to Bible courses in public education should reflect on the significance of the differences in various cultures and traditions.
E. All the statements above are correct.
30. Which of the following statements is NOT CORRECT? Academic Initiatives for Biblical Literacy in Secondary Education 11
A. Catholicism and Protestantism have the same meanings.
B. School districts should look for teachers who have training in the academic study of religion.
C. In Bible literature classes, students will study the ways in which later writers have used Bible literature, language, and symbols.
33. Which of the following statements is NOT CORRECT?
D. In Western culture, literature draws heavily from the Hebrew Bible.
B. Students should draw on the resources of different religious and secular interpretative traditions for understanding the Hebrew Bible.
A. One can expect that eventually, state departments of education will adopt proper academic standards for electives in religious studies.
A. Teachers should allow students to engage in reading the Hebrew biblical text directly (like any primary source).
D. Teaching about the Bible, either in literature and history courses or in Bible electives, requires extensive (considerable, substantial) preparation.
31. Which of the following statements is NOT CORRECT?
A. School districts and universities should offer in-service workshops and summer institutes for teachers who are teaching about the Bible in literature and history courses.
E. All the above statements are correct.
C. Teachers selected to teach a course about the Bible should receive substantive inservice training from qualified scholars before teaching such courses.
32. Which of the following statements is NOT CORRECT?
E. All the above statements are correct.
C. Academic studies of the Hebrew scriptures require the use of secondary sources that offer a discussion of the various religious and secular approaches to the Bible.
C. Teachers who wish to teach a Bible elective should take college-level courses in biblical studies.
A. Teaching education should ensure that study of religion, including the Bible, is taught constitutionally in public schools.
D. In public education, religious studies will become a certifiable field, requiring at least an undergraduate minor.
B. In a Bible as literature class, students will examine the Bible as they would other literature.
D. Schools should offer electives in biblical studies if there are teachers academically competent to teach them.
E. All the above statements are correct.
Pre-Assessment
E. All the above statements are correct.
34. Which of the following statements is NOT CORRECT? Academic Initiatives for Biblical Literacy in Secondary Education 12
B. Literature and history teachers should take at least one course in religious studies that prepares them to teach about religions in their subject.
Questions
B. The Supreme Court stayed in Abington vs. Schempp that the Bible is worthy of study for its literary qualities.
B. A study of the Reformation might include a discussion of how Protestants and Catholics differ in their interpretation and use of the Bible.
A. A literature elective in the Bible would focus on the Bible as a literary and historical text.
E. All the above statements are true.
B. A “Bible as/in Literature” course may include discussions on how various religious traditions understand the text.
D. When studying the origins of Judaism, students may learn different theories of how the Bible into existence. E. All the above statements are true.
C. History classes offer opportunities to study about the Hebrew Bible.
C. Social movements such as abolition, temperance, and the civil rights movement have relied on the Hebrew Scriptures to resolve situations.
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B. Throughout American history, public-policy debates rely on the Hebrew Scriptures.
A. Jews and Christians are followers of the teachings of the Hebrew Bible.
C. Protestants and Catholics affirm the Hebrew Bible as Scripture
38. Which of the following statements is NOT CORRECT?
B. A primary goal of a Bible as/in Literature course is basic biblical literacy.
D. In public education, a study of the Bible or of religion should be taught objectively.
D. A Bible literacy course may explore the influence of the Bible on classic and contemporary poems, plays, and novels.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
D. The Hebrew Bible has played a significant role in American life and society throughout history.
D. A government or civics course may include discussions on the biblical influences in the America’s legal system.
C. Within a Bible as/in Literature course, students will learn a grasp of biblical language, major narratives, and literary elements in the Hebrew Scriptures.
35. Which of the following statements is NOT CORRECT?
A. For various religious traditions, the Hebrew Bible is sacred Scripture.
E. All the above statements are correct.
A. Public school students cannot express their faith in school.
E. All the above statements are true.
A. Both past and present U.S. presidential addresses and congressional debates have held biblical references.
E. All the above statements are correct. Academic Initiatives for Biblical Literacy in Secondary Education
36. Which of the following statements is NOT CORRECT?
C. The Supreme Court ruled that the Bible is worthy of study for its historic qualities.
37. Which of the following statements is NOT CORRECT?
E.
B. The Supreme Court ruled in Abington vs. Schempp that the Hebrew Bible has no place in public education.
A. The public school's approach to religion should be academic, not devotional.
B. The school may sponsor study about religion but may not sponsor the practice of religion.
A. The public school's approach to religion should be in fairness to all students.
Academic Initiatives for Biblical Literacy in Secondary Education 14
E. All the above statements are correct.
40.
C. The Equal Access Act refers to those student groups not related to the curriculum.
Pre-Assessment Questions 39. Which of the following statements is NOT CORRECT?
D. A study of the Bible or of religion must be neutral in public education. All the above statements are correct. Which of the following statements is NOT CORRECT?
D. Public schools cannot deny students the right to form religious clubs if they allow secular clubs on their campuses.
C. The Supreme Court ruled that the Hebrew Bible contributes to a quality education.
NOTE: Be sure to write Pre-assessment #1 (Survey) as the subject. Biblical Literacy Secondary Education
review questions/activities on the survey to become familiar with the course content.
Lesson Objectives: Students will: complete an online pre-assessment survey of prior knowledge about the 1st Amendment topics covered in the course.
assess their growth in learning by comparing pre-assessments and summative assessments.
Check your score, copy, paste and send your results to wilmaforeman@yahoo.com. This score will not affect your final grade average.
Academic Initiatives for
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realize their strengths and weaknesses in applying 1st Amendment rights in public education.
ONLINE SURVEY
Expected Student Learning Objectives: At the end of the survey, students and teachers will: recognize the course content and measure prior knowledge of the course materials.
Duration: 1-2 hours Procedure: Visit https://freeonlinesurveys.com/app#/1413601/build to take the pre-assessment of your knowledge of 1st Amendment rights of teachers and students in public education.
Overview of The Pre-Assessment: Pre-assessments, also known as diagnostic tests, assess students' strengths, weaknesses, prior knowledge, and skills before instruction. A pre-assessment is an effective tool to help find the needs and interests of students. Pre-assessments allow teachers to see if students have mastered a lesson or unit of studies. By comparing formative and summative assessments, teachers can measure true learning. At the end of a unit or course, the teacher can see what students learned from earlier lessons. Such evaluations also give students a preview of what teachers expect of them. From engaging in pre-assessments, they can learn to focus on the key topics throughout the units or the entire course.
(PRE-ASSESSMENT OF FIRST AMENDMENT KNOWLEDGE)
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demonstrate knowledge of First Amendment rules for teaching about the Hebrew Bible and religion in public education.
Expected Student Learning Outcomes
interpret the 1st Amendment in the U.S. Constitution in relation to religious expression in public education.
participate in class discussions. edit writing to correct errors.
Duration: 2-3 hours Materials To complete the lesson students will need the following guides: Religion in the Curriculum: Academic Initiatives for Biblical Literacy in Secondary Education
interpret the 1st Amendment in the U.S. Constitution in relation to religious expression in public education. (This lesson will help students and teachers understand their 1st Amendment rights guaranteed by the U.S. Constitution and the U.S. Supreme Court’s 1963 ruling in Abington v. Schempp).
Overview: Students will use online 1st Amendment guides for teaching about the Bible and religion in public schools learn Objectives Students will: use primary sources for contextual understanding and for extracting information to make informed judgments.
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apply legal mandates related to teaching Bible electives in secondary public education.
improve reading comprehension and vocabulary skills by referring to various online academic resources/references, such as online Bible dictionaries, thesauruses, concordances, lexicons, audio Bibles, and commentaries.
By the end of the lesson, students will be able to: consult primary and secondary sources to understand and to extract information for making informed judgments.
LESSON ONE TEACHING ABOUT THE BIBLE IN PUBLIC SCHOOLS (ONLINE 1ST AMENDMENT GUIDES)
Teaching About the Bible in Public Schools %20document.%202%2C%20although%20teaching,of%20the%20Bible%20as%20a%20religiousschools/curriculum#:~:text=Public%20schools%20may%20not%20teach%20religionhttps://www.adl.org/education/resources/tools-and-strategies/religion-in-public The Bible & Public Schools a First Amendment Guide: http://users.clas.ufl.edu/kenwald/pos4291/spring_00/bible-publicschools.pdf Religious Activity - Virginia Department of Education: https://www.doe.virginia.gov/doe/guidance/support/religious_activity.pdf Rights of Teachers | The First Amendment https://mtsu.edu/first-amendment/article/973/rights-of-teachersEncyclopedia: The First Amendment in Public Schools –schools_0.pdfhttps://www.adl.org/sites/default/files/documents/cc-first-amendment-in-public-ADL AAR Religious Literacy https://www.aarweb.org/AARMBR/Publications-and-NewsGuidelines Additional Materials Needed: Internet access/e-mail/computer editing ability Notebook/paper/pen Procedure: Read two of the 1st Amendment guides listed above to answer the study questions below. Use a dictionary or other online resource to define any unfamiliar vocabulary terms. Respond to the study questions that follow. Note the key points for future discussions/assessments. Study the italicized terms for future vocabulary assessments. Review the study questions throughout this course and apply the 1st Amendment guidelines in the documents. If you have questions or need further clarification on any assignment, e-mail me at wilmaforeman@yahoo.com. Study Questions (Assignment one-1st Amendment Guides) BasedDirections:onthe 1st Amendment guides listed above, show whether the following statements are (A) TRUE or (B) FALSE? 1. Public schools may teach about religion in a secular context of the lesson. 2. A study of the Hebrew Bible is permissible in a public school for its historical, cultural, or literary value. 3. In public schools, educators cannot teach the Hebrew Bible devotionally, celebratorily, or doctrinally. Academic Initiatives for Biblical Literacy in Secondary Education 18
24. Class discussions in public education should include minority as well as majority religions.
21. Public school officials may instill in students such values as independent thought, tolerance of diverse views, self-respect, maturity, self-reliance, and logical decision-making in biblical literacy classes.
27. “Teaching religion” and “teaching about religion” are different in meaning.
9. In public schools, classes about religion should instill understanding, tolerance, and respect for a pluralistic society.
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7. The term "secular" means the same as "religious."
4. As a part of a public high school curriculum, a Hebrew Bible course should encourage acceptance of the Bible as a religious document.
6. A secular educational program may not include religious studies.
25. Public-school students should have opportunities to explain their religious or cultural traditions Public school teachers should be able to discuss religion without personal biases.
14. A teacher in public education must not promote nor denigrate any religion, or lack of religious belief.
15. In religious discussions, a public-school teacher may interject personal views or advocate the religious beliefs of certain students, while dismissing the beliefs of others.
20. Public schools may teach secular values, such as honesty, courage, kindness, respect for human dignity, and good citizenship across the curriculum.
Academic Initiatives for Biblical Literacy in Secondary Education 19
. 26.
11. In public education, religious classes should educate students about the principle of religious liberty as one of the fundamental elements of freedom and democracy in the United States.
5. Teachers may quote the views of others, such as the Founding Fathers, even when they are reverential toward a religious text if the words connect to the lesson.
16. Teachers in public education must be extremely sensitive to respect a student's religious beliefs and practices.
8. Academic programs that "teach about religion” instruct students on the role of religion in the historical, cultural, literary, and social development of the United States and other nations.
10. When discussing religion in an objective context, religious instruction is neutral, balanced, and shared factually.
13. Legally, a public-school curriculum may not be devotional or doctrinal
18. In public education, a Bible literature course is the same as teaching religious doctrine to students.
12. Religious indoctrination is acceptable in public school settings if the administration supports the practice.
22. In biblical literacy education, no student should feel that his or her personal religious beliefs or practices are questionable, violated, or compromised.
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23. In public education, a student should never feel ostracized because of his or her religious beliefs.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
17. Teachers cannot encourage public-school students to conform to specific religious beliefs or practices.
19. The lessons in a public school's Bible literature class must not be secular, or religiously neutral
28. While it is constitutionally permissible for public educators to teach about religion, it is unconstitutional for public schools and their employees to engage in religious holidays or to promote a certain religious belief over another.
7. Members of a church should promote their doctrine in public classroom settings.
Teaching About the Bible in Public Schools
A. celebratory B. secular C. pluralistic D. fundamental E. balanced
9. When one stays neutral, expect the person to help or support a single side of a conflict, or disagreement.
A. neutral B. devotional C. neutral D. sensitive E. prohibited
11. An objective individual works by personal feelings or opinions in considering and being facts.
Vocabulary Practice – (Assignment two-1st Amendment Guides)
6. In public schools, Christmas holidays are usually celebratory events that involve all teachers and students devotionally.
8. A pluralistic society will have only one race of people and one religious doctrine.
12. When someone is impartial, he or she is fair.
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13. A principle is a basic truth or proposition that serves as the foundation for a system of beliefs.
1. denoting attitudes, activities, or other things that have no religious or spiritual basis
29. Knowledge about religions is not only a characteristic of an educated person, but it is also necessary for understanding and living in a global society.
10. Another word for neutral is impartial.
5. criticize unfairly; disparage A. denigrate B. indoctrinate C. interject D. promote E. compromise Directions (Assignment three): Indicate whether the following statements are (A) CORRECT or (B) INCORRECT following 1st Amendment mandates for teaching about the Bible and religion in public education.
A. objective B. democracy C. advocate D. tradition E. context
4. a person who starts or helps to start a movement or institution
A. principle B. minority C. citizen D. element E. Founding Father
3. of or used in religious worship
30. High school graduates should have a basic understanding of religion as a part of human experience.
2. the circumstances that form the setting for an event, statement, or idea, in terms of which it is understood and assessed, such as a ________clue
UseDirections:anonline dictionary or other proper resources to select the best word for each definition.
Academic
16. A democratic society does not consider the opinions of citizens in the minority populations.
20. Expect a disgruntled person to promote his least favorite idea.
23. Devotional activities are usually a part of a secular program of public education.
14. Expect societies to have basic principles passed down from one generation to another. A democracy is a system of government run by the entire population or by all the eligible members of a state, usually through elected representatives.
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24. When one infringes his or her beliefs upon another person, he or she will have an objective view while interacting with others.
21. Teachers in public schools should proselytize or advance their personal religious beliefs.
17. Public school teachers should engage in indoctrinating students assigned to their classes.
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15.
25. Expect a public-school campus to have a diverse population For Reflection: Directions (Assignment four): Write a reflection (5-8 sentences) about your learning experience from this lesson about 1st Amendment rights in public education. Edit your writing to correct errors in spelling, grammar, punctuation, clarity, and structure. Post your reflection on the discussion board. Label the post: Lesson One- A Reflection on 1st Amendment Rights in Public Education. Closing Thought: "The book to read is not one which thinks for you, but the one that makes you think. No other book in the world equals the Bible for that."
22. Students in public schools should disparage the religious beliefs of other students.
A
for
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
21
18. Public school teachers should require students to accept a set of religious beliefs without critical thinking opportunities.
19. Something prohibited is open to the public for use.
Academic Initiatives for Biblical Literacy in Secondary Education 22
LESSON TWO
Overview: This lesson presents two opposed situations involving religion in public schools. The goal of the lesson is to strengthen students’ understanding of the two clauses of the First Amendment that relate to religion in the public square: establishment of religion or prohibiting the free exercise thereof
.
understand the current questions that surround the rights to religious freedom in public education.
apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
At the end of this lesson, students will: decide what an assigned text says explicitly and implicitly states.
summarize the key supporting details and ideas in assigned readings.
Students will: understand the types of situations that can result in issues addressed by the Establishment Clause.
cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Key Concept: The Establishment Clause found in the First Amendment to the U.S. Constitution (“Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof...”)
understand how the interpretation of the Establishment Clause has developed over time.
participate in class discussions.
cite specific textual evidence to support conclusions drawn from the text.
Academic Initiatives for Biblical Literacy in Secondary Education 23
interpret key words and phrases as used in the assigned texts.
Lesson Objectives
demonstrate vocabulary knowledge that is important to comprehension or expression of knowledge of the First Amendment.
Expected Student Learning Outcomes
make logical conclusions/inferences from assigned readings.
apply the text, history, and interpretation of the Establishment Clause to current issues.
UNDERSTANDING THE ESTABLISHMENT CLAUSE
edit writing to correct errors.
b. America’s early settlers came from a variety of religious backgrounds.
b. The Establishment Clause of the First Amendment, principally authored by James Madison, reflects this consensus.
Materials: To complete the lesson, students will need: Article: “The Establishment Clause” by the Constitution Center interps/264(https://constitutioncenter.org/interactive-constitution/interpretation/amendment-i/)
1. Which of the following statements is INCORRECT?
a. America was built upon a single religious principle.
d. Localized Puritan (or “Congregationalist”) establishments settled in the New England states during colonial times.
2. Which of the following statements is INCORRECT?
b. The colonists in New England paid religious taxes.
d. In the early settlements in America, religious authorities punished dissenters for preaching without a license or for refusing to pay taxes to a church they opposed.
Academic
A computer with internet access and editing capability Extended Learning Study Questions: Directions: Show the statement in each set that is INCORRECT.
a. After the Declaration of Independence, there was widespread agreement that there should be no nationally established church.
c. The language of the Establishment Clause itself applies only to the federal government. Initiatives for Biblical Literacy in Secondary Education
Duration: 2-3 hours
e. All the statements above are correct.
24
e. All the statements above are correct.
a. In the New England colonies, colonial authorities ordained and disciplined people for religious duties.
Understanding The Establishment Clause use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. participate in class discussions. edit writing to correct errors.
c. “Dissenters” were people who conformed to the doctrine, discipline, and worship of the Church of England.
3. Which of the following statements is INCORRECT?
c. During the Colonial Period, the Church of England existed by law in all the southern colonies.
7. Which of the following statements is INCORRECT?
6. Which of the following statements is INCORRECT?
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
a. Under the Establishment Clause, the government must be neutral between religious and non-religious institutions that supply education or other social services.
a. All states in America disestablished religion by 1833.
c. Using the “Lemon test,” Supreme the Court often decides Establishment Clause cases without referring to it.
c. In the case, Everson v. Board of Education (1947), students who attend private religious elementary and secondary schools were allowed to receive transportation and textbook subsidies.
e. All the statements above are correct.
b. Under the Establishment Clause no taxpayer funds should go to religious institutions if they might be used to communicate religious doctrine.
a. In the case Aguilar v. Felton (1985), the Supreme Court prohibited public school teaching specialists from going on the premises of religious schools to provide remedial assistance.
d. In the case, Board of Education v. Allen (1968), for about fifteen years, the Supreme Court attempted to draw increasingly sharp lines against the use of tax-funded assistance for the religious aspects of education.
e. All the statements above are correct.
e. All the above statements are correct.
c. The American government has the authority to compel attendance or financial support of a religious institution.
d. The Supreme Court Justices have not overruled the Lemon test, and the lower courts still are obliged to use it.
4. Which of the following statements is INCORRECT?
b. In 1971, the Supreme Court surveyed its earlier Establishment Clause cases and found three factors that show whether a government practice violates the Establishment Clause.
b. In the case, Zelman v. Simmons-Harris (2002), the Supreme Court upheld programs that provide aid to educational or social programs on a neutral basis.
Academic Initiatives for Biblical Literacy in Secondary Education 25
d. The federal government cannot interfere with a religious organization’s choice of clergy or religious doctrine.
5. Which of the following statements is INCORRECT?
e. All the above statements are correct.
d. The first part of the Establishment Clause reads: “Congress shall pass no law respecting an establishment of religion.”
a. The government has the right to extend benefits to religious entities and not others without adequate secular justification.
b. In the 1940s, the Supreme Court held that disestablishment applies to state governments based on the Fourteenth Amendment.
c. In general, the Supreme Court allows government-sponsored prayer that occur off public school campuses.
a. The Supreme Court unanimously upheld the exemption of religious organizations from prohibitions on employment discrimination for ministers in Hosanna-Tabor Evangelical Lutheran Church and School v. E.E.O.C. (2012).
d. The Supreme Court held that a state sales tax exemption limited to religious publications was unconstitutional in Texas Monthly, Inc. v. Bullock (1989).
9. Which of the following statements is INCORRECT?
Academic Initiatives for Biblical Literacy in Secondary Education 26
b. The Supreme Court held that a state sales tax exemption limited to religious publications was unconstitutional in Texas Monthly, Inc. v. Bullock (1989).
d. The Court’s best-known Establishment Clause decisions, Engel v. Vitale (1962), Abington School District v. Schempp (1963), held it unconstitutional for public schools to lead schoolchildren in prayer or Bible reading for devotional purposes, even is students volunteer to participate in such activities.
Understanding The Establishment Clause
e. All the above statements are correct.
b. Prayer at football games on public school campuses was prohibited in the Supreme Court case, Santa Fe Independent School District v. Doe (2000).
a. The Supreme Court prohibited prayers at graduation ceremonies in Lee v. Weisman (1992).
b. Hundreds of federal, state, and local laws exempt or accommodate religious believers or institutions from laws for whom compliance would conflict with religiously motivated conduct.
a. In Town of Greece v. Galloway (2014), the Supreme Court approved an opening prayer or statement at town council meetings.
8. Which of the following statements is INCORRECT?
c. American courts recognize religious exemptions for military draft orders, for kosher or halal meals for prisoners, and for parents who do not believe in medical treatment for their ill children.
d. In Marsh v. Chambers (1983), the Court upheld legislative prayer, specifically because the practice was immersed in history.
e. All the above statements are correct.
10. Which of the following statements is INCORRECT?
e. All the above statements are correct.
c. In Lynch v. Donnelly (1984), the Court allowed display of a nativity scene surrounded by other holiday decorations.
d. In County of Allegheny v. American Civil Liberties Union (1989), a majority of Justices held that the display of a nativity scene by itself at the top of the grand stairway in a courthouse violated the Establishment Clause.
c. The Supreme Court held in Rosenberger v. University of Virginia (1995) that it is unconstitutional under free speech or free exercise principles to exclude otherwise eligible recipients from government assistance solely because their religious activity.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S e. All the above statements are correct. For reflection: What are the two parts of the Establishment Clause? Give an example of a violation of each part. Use internet sources to respond. Document sources. Edit your writing to correct errors in spelling, grammar, punctuation, and sentence structure. Post your reflection to the discussion board. Label the post: Examples of Violations of the Establishment Clause. A Closing Statement: “To know what you know and what you do not know, that is true knowledge.” -Confucius Academic Initiatives for Biblical Literacy in Secondary Education 27
Academic Initiatives for Biblical Literacy in Secondary Education 28
Students will: understand the main idea of material heard, viewed, or read.
LESSON THREE EXAMINING “SEPARATION OF CHURCH AND STATE” ISSUES IN PUBLIC EDUCATION
Expected Student Learning Objectives: At the end of the lesson, students will be able to: explain the meaning of the term, “Separation of Church and State.”
interpret or summarize ideas in own words.
apply 1st Amendment rights to everyday situations in public education.
Key Concepts: Establishment Clause, Separation of Church and State laws
break down a concept or idea into parts and show the relationships among the parts.
Lesson Overview: Coined by Thomas Jefferson, the term, "separation of church and state," is derived from the expression, “wall of separation between church and state.” Separation of church and state means that the government cannot exercise its authority to set up a national religion. Since public schools constitute a local extension of the government, they cannot make religion mandatory for all students. To strengthen understanding of the two clauses of the First Amendment, this lesson presents two opposite situations related to religion in public secondary schools.
make informed judgements about the value of ideas or materials.
apply an abstract idea in a concrete situation to solve a problem or relate it to a prior experience.
apply the Establishment Clause to religious practices in public schools. clarify misconceptions about teaching about religion and the Hebrew Bible in public education.
Duration: 2-3 hours Materials: Article: “Public Schools and ((https://mtsu.edu/first-amendment/encyclopedia/case/98/public-schools-and-religion)Religion”https://mtsu.edu/first-amendment/page/religion-public-schools
) Academic Initiatives for Biblical Literacy in Secondary Education 29
Lesson Objectives
Contrast the actions of the school
Examining ‘Separation of Church and State’ Issues in Public Education A Teacher’s Guide to Religion in the Public Schools, by Charles C. Haynes (https://religiousfreedomcenter.org/wp-content/uploads/2014/08/teachersguide.pdf)
STATEMENT ON THE BIBLE IN PUBLIC SCHOOLS: A FIRST AMENDMENT GUIDE (https://www.aclu.org/other/statement-bible-public-schools-first-amendment-guide)
The First Amendment Lesson Plan: Religion in Public School (https://mtsu.edu/firstamendment/page/religion-public-schools) Religion in Colonial America: Trends, Regulations, and Beliefs Finding Common Ground: A Guide to Religious Liberty in Public Schools, by Charles C. Haynes and Oliver Thomas. First Amendment Center, 2011. “How Should We Teach the Bible in Public Schools? by Mark A. Chancey (2014) schools/(https://religionandpolitics.org/2014/01/07/how-should-we-teach-the-bible-in-public-) Internet access/e-mail/computer First Amendment Lesson Plan: Religion in Public School (https://mtsu.edu/first-amendment/page/religion-public-schools). officials officials’
editing ability Notebook/paper/pen Procedure: Use a reliable internet resource to read the First Amendment Establishment Clause resources listed above. Explain the meaning of and purpose for the Establishment Clause. Give examples of how religious liberty might be infringed upon by the local, state, and federal governments. Read the two hypothetical situations in the
Teaching about the Bible in Public School: How to do it Right public-schools/(https://www.au.org/the-latest/church-and-state/articles/teaching-about-the-bible-in-)
actions were wrong. Respond to study questions. Write a reflection on the lesson. Edit your writing. Post the reflection on the discussion board. Label the reflection: A Reflection on “Separation of Church and State” Issues Academic Initiatives for Biblical Literacy in Secondary Education 30
in both situations. Explain why, under the First Amendment, the school
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
1. Under the “establishment” clause of the First Amendment, and in line with U.S. Supreme Court rulings, public school educators should lead students in prayer during the school day.
Based on this article, are the following statements (A) TRUE or (B) FALSE?
7. Under the “free exercise” clause of the First Amendment, public schools may not prevent students from expressing or sharing religious beliefs privately or in lessons related to academic religious studies.
12. Studies about the Hebrew Bible are permissible on public school grounds only if other religions are in the curriculum also.
14. According to Chancey, successful Bible literacy courses in public school curricula rely primarily on resources by a variety of biblical scholarship.
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31
Study Questions Reference: “Teaching about the Bible in Public School: How to do it Right” by Mark A. Chancey schools/(https://www.au.org/the-latest/church-and-state/articles/teaching-about-the-bible-in-publicDirections:)
13. Mark Chance, professor of religious studies at Southern Methodist University in Dallas, studied the teaching practices of teachers of Bible Literacy courses in public schools.
in
10. Students may not bring religious texts to school to read and discuss them.
4. Local, state, and federal governments cannot set up a national religion.
11. Teaching about the Hebrew Bible is illegal on public school campuses.
Study Questions Are the following statements (A) CORRECT or (B) INCORRECT about the First Amendment Establishment Clause: “Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof …”?
3. The first religion clause says government and its agencies cannot set up religious beliefs in students.
8. Public school students may express their religious beliefs if they do not disrupt the school environment.
9. The second part of the Establishment clause says that the government and its agencies may not forbid or interfere with individuals’ practice of religion.
15. Successful Bible literacy classes in public education show sensitivity toward issues resulting from religious diversity. Biblical Literacy Secondary Education
6. School administrators cannot broadcast prayers over a school public-address system.
2. As agents of the state, public school teachers may not require prayer or other religious practices from students, even if students do not object to taking part in the devotional activities.
5. The Establishment Clause prohibits the government from favoring one religion over another.
A
Respond in complete sentences to the following: a. What are
25. Teachers of biblical literacy courses recognize the Hebrew Bible as a religious text instead of a science book.
—Confucius Academic Initiatives for
16. Bible literacy class assignments should be intellectually challenging and require critical thinking.
examples.) Edit your writing to correct errors. Post your examples on the discussion board. Label the
19. Bible literacy curriculum should inform students about different Bibles of various religious traditions, including Jewish and Christian.
22. Bible literacy classes may include lessons on the theological, ethical, and moral claims of the biblical text.
23. Teachers of Bible literacy in public education should present the biblical text as the only authoritative text for making theological, ethical, and moral decisions.
17. Students in Bible literacy classes should avoid creativity so as not to offend other students with different religious persuasions.
24. Bible literacy classes should treat Judaism as a religion with its own culture.
Assignment: Reread the article “How Should We Teach the Bible in Public Schools? by Mark A. Chancey (2014) bible-in-public-schools/(https://religionandpolitics.org/2014/01/07/how-should-we-teach-the-). the problems that Chancey found in the teaching practices of biblical literacy classes in Texas? Summarize the practices of the successful Bible literacy classes. (Give three-five post: Examples of Successful Bible Literacy Classes in Public Education. Closing Thought: “The man who asks a question is a fool for a minute, the man who does not ask is a fool for life.” Biblical
b.
20. Bible literacy teachers should recognize biblical texts as historical sources.
Examining ‘Separation of Church and State’ Issues in Public Education
21. Teachers of the Hebrew Bible in public education should present the text as a completely historical document.
18. Bible literacy lessons in public schools should focus on rote memorization of scriptures.
Literacy in Secondary Education 32
Academic Initiatives for Biblical Literacy in Secondary Education 33
Key Concepts: copyright, fair use, copyfraud, public domain
Lesson Overview: Copyright law affects the way we gather, share, create and use the intellectual property that is so readily available in our culture. This lesson focuses on copyright and fair use in relation to materials from mass media, popular culture, and digital media. The lesson helps educators and students understand the legal and ethical uses of copyrighted materials protected under the doctrine of fair use.
Expected Learning Outcomes: At the end of this lesson, students will be able to: demonstrate a knowledge of terminology related to the public domain and copyright rules.
decide when and how to use copyrighted materials as part of their creative works.
learn about Section 107 of the Copyright Act and see how fair use applies to teaching and learning.
understand terminology and rules related to copyrighted and public domain materials.
LESSON FOUR USING ONLINE BIBLE STUDY TOOLS (PART ONE) (COPYRIGHT & THE PUBLIC DOMAIN RULES)
Lesson Objectives: Students will: use online resources to access and interpret information.
apply the concepts of copyright laws and fair use to the practices of teaching and learning.
Materials: To complete the lesson, students will need: Academic Initiatives for Biblical Literacy in Secondary Education 34
understand that ideas about copyright are in transition because of changes in communication technologies.
learn about how copyright law protects both the rights of owners and the rights of users to promote creativity for the good of society.
10. The Agreement on Guidelines for Classroom Copying in Not-for-Profit Educational Institutions, the Fair Use Guidelines for Educational Multimedia, and the Guidelines for the Educational Use of Music resulted from negotiated agreements between lawyers standing for media companies and lawyers standing for educational groups.
) Copyright and Fair Use (https://fairuse.stanford.edu/overview/public-domain/welcome/)
Internet access/e-mail/computer editing ability
Copyright and Fair Use Lesson Plans by Renee Hobbs, Sandra Braman and Katie Donnelly school-college-and-graduate-education(https://mediaeducationlab.com/copyright-and-fair-use-lesson-plans-high-
6. To protect the value of their intellectual property, owners have lobbied for changes in copyright law.
9. Copyright guides can limit the spread of innovative instructional practices and perpetuate misunderstandings about copyright.
WIPO Intellectual (https://www.wipo.int/edocs/pubdocs/en/wipo_pub_450_2020.pdf)Property
Notebook/paper/pen Procedure: Read: Copyright and Fair Use Lesson Plans by Renee Hobbs, Sandra Braman and Katie Donnelly college-and-graduate-education(https://mediaeducationlab.com/copyright-and-fair-use-lesson-plans-high-school-
7. In general, educators have incomplete knowledge about copyright law and the doctrine of fair use.
5. The term “intellectual property” refers to creations of the mind, such as inventions; literary and artistic works; designs; and symbols, names and images used in commerce.
8. Lack of knowledge about copyright rules has a negative effect on the quality of teaching and learning.
1. The word, “copyright,” relates to the rights of owners to control access to their intellectual property.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
Academic Initiatives for Biblical Literacy in Secondary Education 35
2. The U.S. Constitution says that the purpose of copyright is to promote the spread of knowledge and innovation.
). Respond to the study questions that follow. Are the following statements (A) CORRECT or (B) INCORRECT?
11. To clarify how fair use applies to the work of educators, these guidelines specify precise examples of fair use, such as the “ten percent rule,” and the “forty-five-day rule.”
4. Today’s copyright and fair use rules have increased confusion and anxiety among educators.
3. The intellectual property rights provision of the Constitution exists because the Founders believed that encouraging the development of innovative ideas and information serves society.
Creative Commons not-covered-copyright/(https://creativecommons.org/2017/01/16/public-domain-5-things-)
20. “Fair use” gives people a right to use copyrighted material when the cost to the copyright holder is less than the social benefit of the use of the copyrighted work.
1. As a rule, it is wise to work under the assumption that copyright or trademark laws protect works unless conclusive information says otherwise.
18. Copyright law includes the doctrine of fair use, which exempts all uses of copyright material from the owners' control.
19. Part of the Copyright Act of 1976 states that people have a right to use copyrighted materials freely without payment or permission, for purposes such as “criticism, comment, news reporting, teaching, scholarship, and research.”
13. Crews asserts that the copyright rules within the documents are illusory and have had a seriously damaging effect.
Study Questions ReadDirections:
#when_can_i_use_a_work_without_the_author8217s_permission)(https://fairuse.stanford.edu/overview/faqs/copyright-protection/ . Are
21. Individuals should assess the specific context and situation of the use of a copyrighted work to see if “fair use” applies.
16. This code of best practices for copyright use originated from ten meetings with more than 150 members of leading educational associations and other educators across the United States.
17. Copyright law enables the owner to control access to the work he or she created and imposes strong penalties for infringement of owners’ rights.
23. Courts recognize that educators and students use copyrighted materials for scholarship, teaching, and learning.
2. A work is in the public domain simply because it appears on the Internet.
Exploring Online Bible Study Tools (Part One) (Copyrights & the Public Domain Rules)
25. “Fair use” embraces the modifying of existing media content, placing it in new context. Copyright and Fair Use by Stanford University the following statements (A) CORRECT or (B) INCORRECT?
14. Crews believes that the copyright guides interfere with an actual understanding of the law and weaken confidence in the law as created by Congress and the courts.
15. The Code of Best Practices for Fair Use in Media Literacy Education names five principles about acceptable practices for the fair use of copyrighted materials.
22. The expression “fixed copyright rules” is inappropriate since “fair use” requires that people use reasoning and judgment.
24. In recent years, courts have ruled that when a user of copyrighted materials adds value to or repurposes materials for a use different from the original intent, it will be considered “fair use.”
12. Legal scholar Kenneth Crews states that the copyright documents created by the negotiated agreements give them “the appearance of positive law.”
Academic Initiatives for Biblical Literacy in Secondary Education 36
10. The webmaster will investigate the transfer of any infringing material, if any, to and from the site.
5. Copyright protection for an original work of authorship does not extend to any idea, procedure, process, system, method of operation, concept, principle, or discovery.
12. One may quote from the Bible in the public domain as much as he or she wants.
8. Domain names have a utilitarian (useful) function and are not copyright protected.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
13. One does not need permission to use works in the public domain because there is no copyright owner with an exclusive legal right to control these uses.
9. The webmaster can verify the facts through copyright research.
1. To receive copyright, a work must be “fixed in a tangible medium of expression.”
14. A person may not claim a copyright on a song or poem. If a person converts a public domain text to another format, he or she may not claim a copyright on the public domain text for himself. “Copyfraud” is a form of stealing intellectual property rights from the public.
3. Usually, a work is in the public domain if it lacks a copyright notice.
15.
Academic Initiatives for Biblical Literacy in Secondary Education 37
2. A “tangible medium of expression” means that that one has reduced a work to a concrete form.
9. A work in the public domain is not eligible to claim a copyright. Domain status means that there are no legal restrictions on copying, publishing, or making derivative works because of human copyright law.
Are the following statements (A) CORRECT or (B) INCORRECT?
4. The author of a “derivative work” cannot claim ownership of the whole work, only to the part he or she created.
4. One can distribute or copy clip art, shareware, freeware, or materials labeled “royaltyfree” or “copyright-free” without authorization.
6. Copyright does not protect works consisting entirely of information that is commonly known and having no original authorship.
8. If someone complains about an unauthorized use of copyrighted materials, investigate the claim quickly and seek evidence of copyright ownership and validity from the complaining person.
10.
16.
3. A “derivative work” is a copyright term for a work of authorship that is based upon another original work of authorship.
11. With a public domain Bible, one may freely copy, publish, distribute, print, adapt, make derivative works of the content.
7. Copyright protection is not available for any work by the United States Government.
7. Removal of infringing material is also an element of the Digital Millennium Copyright Act (DMCA), a 1998 law showing that an Internet Service Provider (ISP) can avoid liability by following certain rules, including speedy removal of infringing material.
5. Read the terms and conditions in any “Click to Accept” agreements or “Read Me” files going with such materials to be certain that your intended use complies to the statements.
Study Questions: Read Creative Commons (https://creativecommons.org/2017/01/16/public-domain-5-things-notcovered-copyright/).
6. Click to Accept” agreements and “Click-Wrap” agreements are the same.
Exploring Online Bible Study Tools (Part One) (Copyrights & the Public Domain Rules) 17. A public domain work stays in the public domain even if someone prints and sells it. 18. Anyone may claim a copyright on his/her own creative works. 19. Twentieth century Bibles are not in the public domain or are available online. 20. Copyrighted materials belong to the owner of the property to help prevent intellectual property theft. Assignment: Complete at the two practice quizzes on copyright rules and fair use listed below. Post your results on the discussion board. Michigan State University (https://mclellan.law.msu.edu/quizzes/copyright-quiz) Proprofs.com (https://www.proprofs.com/quiz-school/story.php?title=copyright-fair-usequiz) A Closing Thought: “Any fool can know. The point is to understand.” ― Albert Einstein Academic Initiatives for Biblical Literacy in Secondary Education 38
Academic Initiatives for Biblical Literacy in Secondary Education 39
in Secondary Education 40
Key Concepts: commentaries: exegetical, expository, expositional, cultural, devotional, archetypal, theologians, Old and New Testaments, exegetical, expositional, devotional, and cultural commentaries, Bible dictionaries, lexicons, Bible encyclopedias, and concordances
LESSON FIVE EXPLORING ONLINE BIBLE STUDY TOOLS
Objectives Students will: use online resources to access, examine, research, discuss, assimilate, and critique information.
Academic Initiatives for
use proper study tools to enhance learning.
Lesson Overview: Serious study of the Hebrew Scriptures involves gaining insight from scholarly Bible study tools. Bible study tools are resources that can aid people in reading, understanding, and studying the Bible. There are distinct types of Bible study tools available online, including study Bibles, commentaries, Bible dictionaries, lexicons, Bible encyclopedias, and concordances. In short, Bible study tools can help supply important academic and historical context, find translation differences between versions, find the true meaning of a passage, and aid readers in applying the lessons to their own experiences in life. This lesson gives students the opportunity to engage in using online Bible study tools.
distinguish between available Bible resources useful for enhancing biblical literacy. use Bible study tools to enhance writing and research skills. participate in class discussions. edit writing to correct errors.
Duration: 2-3 hours Materials: Website: For All Things (19 Websites for Reading and Searching the Bible) (https://forallthings.bible/19-websites-for-reading-and-searching-the-bible/ Website: 5 of the Best Free Bible Study Tools (https://freedailybiblestudy.com/5-of-thebest-free-bible-study-tools/) Biblical Literacy
Expected Learning Outcomes: At the end of this lesson students will be able to: distinguish between various online Bible study tools.
Education 41
4. All Bible commentaries have copyrighted materials.
8. An interlinear Bible on the website at https://www.biblestudytools.com/interlinear-bible/ connects to the Greek and Hebrew texts through Strong’s Concordance
5. The website Bible Study Tools.com (https://www.biblestudytools.com/) has dictionaries, encyclopedias, and encyclopedias.
3. When a work is in the public domain, it usually has copyright privileges.
6. Old and New Testament lexicons at https://www.studylight.org/lexicons/eng/greek.html have classic sermons of scholars and preachers from the past.
7. A Bible concordance is an alphabetical listing of words and phrases found in the Bible and shows where the terms occur throughout all books of Scripture.
9. The Strong's Exhaustive Concordance is the most complete, easy-to-use, and understandable concordance for studying the original languages of the Bible. Biblical Secondary
Academic Initiatives for
Literacy in
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Website: Think about Such Things.com (https://thinkaboutsuchthings.com/bible-studytools-online/) Video: Bible Commentaries: What They Are and How to Use Them (https://www.youtube.com/watch?v=6U67Xvf-T9Y) Blue Letter Bible (https://www.blueletterbible.org/study.cfm) A computer with internet access/editing capability Internet access/e-mail/computer editing ability Notebook/paper/pen Assignment one Directions: Explain at least ten (10) features of online Bible study tools Post key findings to the discussion board. Label the post: Ten (10) Features of Online Bible Study Tools. (Note: You may use more credible online resources to respond to the assignment.) Assignment two. Study Questions: Directions:Use websites such as BibleStudyTools.com and Blue Letter Bible.org to answer the study questions below. Write key points in your notebook. Based on your study of online Bible study tools, are the following statements (A) CORRECT or (B) 1.INCORRECT?Withthesoftware at Bible Study Tools.com, users can search the Hebrew Bible, track daily reading plans, and share scripture via copy/paste or links. 2. The site Bible Study Tools has resources from the public domain.
Academic Initiatives for
26.
30.
29.
10. One can find concordances for great writers, such as Shakespeare, Milton, Spenser, Tennyson, Dante, but more concordances relate to the Bible than for all these authors combined.
Education 42
37.
in
28.
34.
35.
15.
16.
21. The toolbar on the Bible Hub site also includes public domain commentaries, cross references, and a context button that shows the single verse within the pericope. Bible Hub links to Facebook, Twitter, and Google. Biblia website offers a simplified version of the Logos 9 app. Bible Hub software includes pictures, maps, and outlines. Commentaries, lexicons, dictionaries, sermons, and various language translations are on Bible study websites such as Bible Gateway, Bible Hub, and Bible Study Tools.com. Bible Hub interface is quite different from Bible Gateway.com. Biblia gives users access to their Logos Bible Software library. Biblia has a mobile version of the site. The Treasury of Scripture Knowledge’s Bible references link to the King James Version of the Bible. All resources on Bible Hub are in public domain. All Bible study tools on Bible Gateway are in public domain The Pursuit of God written by A.W. Tozer (originally published in 1948) is a Christian Classic in public domain. The Pilgrim's Progress from This World, to That Which Is to Come is a 1678 Christian allegory written by John Bunyan that is in the public domain. The Pilgrim’s Progress is one of the most significant works of religious theological fiction in English literature. John Bunyan’s The Pilgrim’s Progress is written in more than two hundred languages and has never been out of print. Blue Letter Bible.org is a free, searchable online Bible program that supplies access to different Bible translations including: KJV, NKJV, NLT, ESV, NASB20, NASB95. Blue Letter Bible.org provides in-depth study tools with access to commentaries, encyclopedias, dictionaries, and other theological resources. Biblical Literacy Secondary
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Exploring Online Bible Study Tools (Part Two)
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20. The site includes a collection of modern public domain translations of the Hebrew Bible.
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12. The Bible Study.com site has no modern reference tools. Students can find the KJV and NASB in the Berean Interlinear Bible to study the original Hebrew language.
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11. The Berean Interlinear Bible uses KJV and NASB as the English translation of Greek and Hebrew words.
14. The Interlinear Bibles have cross references related to the topics in the passage. The Interlinear Hebrew text comes from the United Bible Societies. The Bible Hub is an online parallel Bible project. Across the top of the Bible Hub site is a toolbar that helps people navigate to specific passages in any of the supported translations. The Bible Hub software has only one translation of the Bible. Study tools such as the context of the biblical passage, cross references, and the Treasury of Scripture Knowledge are available on the Bible Hub website.
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one interpretation only. Commentaries are books written about books of the Bible to help supply background information to help someone understand biblical text better.
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Are(https://www.youtube.com/watch?v=6U67Xvf-T9Y))thefollowingstatements(A)CORRECTof(B)INCORRECT?1.InstudyingtheBible,scholarsshouldlimittheirresourcesto
4. The first type of Bible commentary is an expository commentary, written by pastors for pastors. An expository commentary gives ministers ideas for sermon outlines. Expository commentaries are useful for scholars in a high school English classroom. The Moody Bible is an exegetical commentary. Theologians and professors write exegetical commentaries.
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Reference: Bible Commentaries: What They Are and How to Use Them
Extended Learning Study Questions (Assignment three)
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in
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10. The English word “exegesis” comes from a Greek word that literally means “to draw out.” Biblical Literacy Secondary Education
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S The Darby Bible refers to the Hebrew Bible as translated from Hebrew and Greek by John Nelson Darby. Noah Webster wrote the Webster Bible The Greek Old Testament, known as the Septuagint, is the earliest extant Greek translation of books from the Hebrew Bible. In academia, the abbreviation for the Septuagint is LXX (the Roman numeral for seventy). The expression “extant” means “still in existence; surviving.” The Vulgate is a Latin version of the Bible by St Jerome. The Berean Study Bible, like the NKJ, has words such as “unto,” and “behold,” but sometimes it reads like the NIV In the New Testament, the Bereans were residents of the city of Berea in Macedonia. Paul and Silas preached to the Bereans during Paul’s second missionary journey (Acts 17:11). Bible lexicons have definitions and meaning of Biblical expressions found in the original New Testament Greek and Old Testament Hebrew languages of the Bible. Bible encyclopedias have articles and definitions to thousands of words and terms used in Scripture. A concordance has an alphabetical index of the principal words in a book or the works of an author with their immediate contexts. Exhaustive concordances, such a Strong’s Exhaustive Concordance of the Bible, list every word found in the Bible, including articles and conjunctions like “the,” “and,” “but.”
3. In general, there are four distinct kinds of commentaries.
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9. Exegetical Bible commentaries provide readers with insight and understanding through the “exegesis” of the biblical text.
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Extended Learning Study Questions (Assignment Four): Directions: Read the following passage from Ellicott's Commentary for English Readers (THE CREATIVE DAYS).
14. The Bible commentary by Jay Vernon McGee is devotional.
Respond to the study questions that follow the excerpt.
Note key points in your notebook for future discussions and assessments.
Exploring Online Bible Study Tools (Part Two)
19. A one-volume commentary covers the entire Bible in one collection.
Post questions for added clarification on the discussion board.
Use an online resource to define each term based on the context of the passage.
THE CREATIVE DAYS. (from Ellicott's Commentary for English Readers) (3) And God said. --Voice and sound there could be none, nor was there any person to whom God addressed this word of power. The phrase, then, is metaphorical, and means that God enacted for the universe a law; and ten times we find the command similarly given. The beauty and sublimity of the language here used has often been noticed: God makes no preparation, He employs no means, needs no secondary agency. He speaks, and it is done. His word alone contains all things necessary for the fulfilment of His will…God, then, by speaking, gives to nature a universal and enduring law. His commands are not temporary, but eternal; and whatever secondary causes were called into existence when the Elohim, by a word, created light, those same causes produce it now, and will produce it until God recalls His word. We have, then, here nature's first universal law. What is it? Light is not itself a substance but is a condition or state of matter; and this primaeval light was electric, arising from the condensation and friction of the elements as they began to arrange themselves in order. And this, again, was due to what is commonly called the law of gravitation, or of the attraction of matter. If, on the first day, electricity and magnetism were generated, and the laws given which create and control them, we have in them the two most
Academic Initiatives for Biblical Literacy in Secondary Education 44
17. A commentary can have sub-sections.
16. A commentary may focus on a single book in the Hebrew Bible.
20. In scholarly Bible study, readers should spend more time on reading biblical text than on Bible commentaries.
18. A commentary can be a study on the Old and New Testaments in Christian Bibles.
Write unfamiliar vocabulary terms in your notebook.
13. A devotional commentary gives thoughts for reflection and life application.
12. The statement, “The quintessential commentary is an exegetical commentary” means that the exegetical commentary is a perfect example of the type of writing that draws out understanding.
11. Exegetical commentaries aim to “draw out” the original meaning of Scripture.
15. Cultural commentaries, such as the IVP Bible, provide the background on the culture to help with relating the biblical text to one’s own life experiences.
A. To designate is to appoint or assign someone or something to a specified position.
D. The opening verse to the Book of Genesis is both literal and metaphorical.
3. Which of the following statements is NOT CORRECT?
2. Which of the following statements is NOT CORRECT?
E. All statements are CORRECT.
C. Light consists of busy and unstable waves.
Closing Thought: “The Bible is endorsed by the ages. Our civilization is built upon its words. In no other book is there such a collection of inspired wisdom, reality, and hope.”
1. Based upon this passage, which of the following statements is NOT CORRECT?
E. All statements are CORRECT.
–Dwight D. Eisenhower, 34th President Academic Initiatives for Biblical Literacy in Secondary Education 45
A. God uses his voice during creative acts.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S powerful and active energies of the present and of all time--or two forms of one and the same busy and restless force. And the law thus given was that of gravitation, of which light was the immediate result. Study Questions
B. Based on this passage, light follows a pattern of gravitational pull.
A. God enacted for the universe a law…means that God erased all universal laws.
B. He speaks to no other being.
E. All statements are correct. For Reflection Explain the significance of the statement: “Our civilization is built upon words.” How does this statement relate to the passage above? Mention the power of the words in the Hebrew Scriptures.
C. If a statement is metaphorical, then it is symbolic, standing for something else.
D. A metaphor is a figure of speech that compares one thing to another without using the words “like” or “as.”
D. Light waves are a mixture of electricity and magnetism.
Tell how the Hebrew Bible has played an invaluable role in building Western civilization through the power of words. (5-8sentences) Use reliable sources to respond. Document sources. Edit your writing to correct errors. Post your reflection on the discussion board, Label the post: A Reflection on How Biblical Words Have Help Build Western Civilization.”
C. God’s speech is authoritative.
B. “And God said…” occurs at least ten times in the opening chapter of the Book of Genesis.
participate in discussion board collaboration.
Expected Learning Outcomes: At the end of this lesson, students will be able to: use biblical terms, such as Torah, Old Testament, Pentateuch, and Tanakh.
LESSON SIX INTRODUCTION TO THE TORAH (OLD TESTAMENT)
state differences in the structural content of Jewish and Christian Hebrew Bibles.
Key Concepts: etiology, Torah, Tanakh, Old Testament, the Hebrew Bible, prologue, epilogue, macro frame, Bible structure, Pentateuch, the Law, Suzerain, covenants, the prophets, Tanakh, literary genre
examine the unity of the Torah (Old Testament) by an introduction to the characters, plot, structure, themes, and historical settings of the Hebrew Bible.
explain the literary unity in biblical text by connecting the characters, plot, structure, themes, and historical settings of the Hebrew Bible
Academic Initiatives for Biblical Literacy in Secondary Education 46
distinguish between the structures of the Jewish Torah and the Old Testament in Christian Bibles.
correct writing errors.
develop vocabulary skills relevant to the understanding of biblical text.
cite evidence from an informational text about the Torah to support responses in a collaborative discussion.
write a reflection on the key concepts in the lesson.
This lesson is an overview of the literary unity found in the Torah in Jewish tradition and the Old Testament in Christian communities. Students will examine the structure and literary design of the writings and discuss the artistry and purposes of the biblical text. This lesson will focus on the unity of the Torah (Old Testament) by studying the characters, plot, structure, themes, and historical settings of the Hebrew Bible.
understand basic biblical terminology used in the Jewish and Christian traditions.
Lesson Overview:
Objectives: Students will: examine the structure of the Torah in Jewish tradition.
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
Duration: 2-3 hours Materials: To complete the lesson, students will need: Internet access/e-mail/computer editing ability Notebook/paper/pen Video: The Torah: A Quick Overview ( https://www.youtube.com/watch?v=7e-z1R62FtI)
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Article: “The Torah/the Pentateuch” by Shalom Haverim (http://www.shalomhaverim.org/English/torah/bereshit_english_1.htm
Directions: View the video: The Torah: A Quick Overview https://www.youtube.com/watch?v=7ez1R62FtI Respond appropriately to the following study questions/activities. Write the answers in your notebook.
Procedure: View the videos: The Torah: A Quick Overview (https://www.youtube.com/watch?v=7e-z1R62FtI
(Note: You may use added credible online resources to respond to the questions. Use a pronunciation dictionary to learn to pronounce unfamiliar words.)
Respond to the study questions that follow.
) and “Who Wrote the Bible: A History of the Torah” (https://www.youtube.com/watch?v=k8vYLSBCAF8&t=19s
Study Questions (Assignment one)
2. Why is the Torah called “the Law of Moses”?
3. What is the etiology of the word Torah? How many individual books lay the foundation for the Torah? Academic Initiatives for Biblical Literacy in Secondary Education 47
Video: “Who Wrote the Bible: A History of the Torah” (https://www.youtube.com/watch? v=k8vYLSBCAF8&t=19s
Article: “The Torah” by Jeffrey Kranz | Aug 16, 2019 |Bible Books (https://overviewbible.com/torah)
Write at least five (5) of the video presentation’s key points/terminology in your notebook. Explain the purpose(s) of the video presentation(s).
Use a Bible dictionary, Bible encyclopedia, or other resources to define unfamiliar terms. Study the terms for future assessments (quizzes/tests).
Respond to the study questions.
1. How does the speaker define the Torah?
Introduction to The Torah (Old Testament) 5. What do the Torah and the Old Testament in Christian Bibles have in common? Academic Initiatives for Biblical Literacy in Secondary Education 48
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Directions
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S : (Assignment two) View the video: “Who Wrote the Bible: A History of the Torah” (https://www.youtube.com/watch?v=k8vYLSBCAF8&t=19s). Fill in the blanks to the statements below: The Torah is the compilation of the first____ books of the Hebrew Bible, namely the books of Genesis, Exodus, Leviticus, Numbers and____. In the Book of Genesis, Chapter 12, God chooses a man called Abram, who later becomes the “father” of the nation God promises Abram that He will him and give him a special land on the eastern coast of the Sea. The land called “The Promised Land” is , a place that the Canaanites occupied. God promises Abram that he will have descendants and that he will become a blessing to other ___of the world. As the story continues, Abram and his family travel to escape a famine. In the Book of , the descendants of Abraham become enslaved to the Egyptians. The second Book of the Hebrew Bible, called____, God rescues the children of Israel from their Egyptian captors. God says to the Israelite leader named______: “Let them (the Israelites) make for Me a sanctuary so that I may dwell among them.” (Ex 25:8)
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15. A sanctuary is a place of refuge or_____. God frees Israel from both their human and ____oppressors. God goes to war and executes judgment on the ____of Egypt. In the wilderness, God makes a special pact, or _____, with the Israelites. A wilderness is a place that has not been ____ by human activity. God gives the children of Israel the Ten____ (the Law) while they are wandering in the wilderness. The Law is a series of solemn ____. The Law is a binding agreement between two ____. This kind of agreement, common to the people of Ancient Near East, is a____. In ancient times, mighty kings had suzerainty (rulership) over smaller kingdoms and could exert _____ over them. During biblical times, ____, or landholders, held the smaller kingdoms on conditions of homage and allegiance. To show homage is to give public______. The suzerain would give_____ to loyal vassals, but there would also be curses if vassals were to break the rules of loyalty. The people engaged in rituals so that they would not _____the agreements. A ritual is a religious or solemn ____consisting of actions performed according to a prescribed order. During ancient rituals, people would usually invoke their own national____ to bear witness to the covenant, or agreement.
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Study Questions (Assignment three) Directions: Read the article: “THE OLD TESTAMENT: A Christian Name for the Jewish Bible (My Jewish Learning “(https://www.myjewishlearning.com/article/the-old-testament
(Note: You may use added credible online resources to respond to the questions. Use a pronunciation dictionary to learn to pronounce unfamiliar words.) the following statements (A) TRUE or (B) FALSE?
Use the article to respond to the study questions below. Review the answers for discussions and assessments.
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Introduction to The Torah (Old Testament) For the ancient Israelites, the God of the cosmos had a special____. Throughout the Hebrew Scriptures, God reminds the children of Israel that He rescued them from the Egyptians to take them into the land that He promised God expects the children of Israel to keep the sacred ____. If something is sacred, expect it to be _____ to a religious purpose. The Books of Exodus, Leviticus, Numbers, and Deuteronomy focus of God’s_________ with the Israelites. In summary, God wants love and _____from the nation of Israel. Israel is not to worship other ______beings. God also wants a relationship with other_____. The Ten Commandments forbid the people to murder, steal, covet, or ______their parents. As He dwells among the people, God manifests (reveals) His presence as a fiery_____. God moves alongside this nomadic nation of mortals in a portable _______or place of worship. The Book of Leviticus explores the different rules and rituals that the ancient Israelites believe would make it possible for them to coexist with_________. The Book of Numbers records the famous forty-year journey from the Mount _______outside Egypt to the edge of the Promised Land. During the journey, the children of Israel _______against God. Because of their recalcitrant (stubborn) disposition, the children of Israel must wait forty years for a new ________ to remain loyal to God. God disciplines the disobedient Israelites, but He also preserves them and _______them from their enemies along the way. In the Book of Deuteronomy, Moses acts as a __________between God and the people. If the people break the________, they will not remain in the Promised Land. Throughout the Hebrew Bible, prophets remind the Israelites of the covenant between them and God.
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Academic Initiatives for
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1. In Jewish tradition, the Hebrew Scriptures consist of the Torah, the Books of the Prophets and the Books of the Writings Within Judaism, this trio is known simply as the Hebrew Bible, or the Tanakh. Biblical
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Literacy in Secondary Education 50
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
For Reflection: View the video: Who Wrote the Bible: A History of the Torah (https://www.youtube.com/watch?v=k8vYLSBCAF8&t=19s
). Briefly explain the “Documentary Hypothesis.” (Write 3-5 paragraphs. Employ terminology from this lesson in your response. Document sources. Edit your work to remove writing errors. Post your reflection on the discussion board. Label the post: The Torah and the “Documentary Hypothesis.”)
8. The second division of Christian Bibles is the New Testament, originally written in the Greek language.
11. An etiological tale is a short story, with a simple structure- the story answers the “why” question in the beginning.
14. Exhortations are meant to encourage someone.
- James McCosh Academic Initiatives for Biblical Literacy in Secondary Education 51
4. In Christian tradition, the term Old Testament differs from the New Testament.
13. An exhortation is an address or communication emphatically urging someone to do something.
10. According to Jewish tradition, the Tanakh comprises of twenty-four (24) books including narratives, law codes, short stories, etiological tales, prophecies, exhortations, poetry, and wisdom writing.
12. A prophecy is a message inspired by God, or a divine revelation.
A Closing Thought: "The book to read is not one which thinks for you, but the one that makes you think. No other book in the world equals the BIBLE for that."
6. The term canon refers to a general rule for categorizing, which is based primarily upon the twenty-four (24) books of the Hebrew Bible or Tanakh.
7. The Hebrew Bible or Tanakh is a collection of ancient religious Hebrew writings.
15. Wisdom literature is a literary genre that consists of statements from sages or wise men that teach about life, virtue, and the nature of God.
3. Tanakh is an acronym derived from Torah (Teaching), Nevi’im (Prophets), and Ketuvim (Writings).
9. The order and categorization of the books in the Christian Bibles are different from the traditional arrangement in the Jewish Bible.
5. The Old Testament is the first division of the Christian biblical canon.
Academic Initiatives for Biblical Literacy in Secondary Education 52
write a reflection on key details of the lesson.
Duration:2-3 hours
engage in discussions of the lesson via a discussion board.
Key Concepts: Bereshit (in the beginning), epic, Torah, Pentateuch, Yahweh (God), Abraham, Mesopotamian, Canaan, covenant, prologue, blessing, curse, repentance, genealogy, motif,
LESSON SEVEN AN OVERVIEW OF THE GENESIS STORY
engage in discussions of the lesson via a discussion board.
edit writing to correct composition errors.
Academic Initiatives for Biblical Literacy in Secondary Education 53
understand how the Book of Genesis gives an account of the early history of humankind and how Israel became a nation.
use basic biblical terms to interpret textual meaning and purpose.
Lesson Overview: In this lesson, students will understand the Book of Genesis as the foundational work for the entire Hebrew Bible. They will learn basic biblical terms that will help them understand the text and to be able to engage in logical exchanges about the Bible’s account of the history of humanity and the shaping of Israel as a nation.
Expected Learning Outcomes: At the end of this lesson, students will be able to: explain how the Book of Genesis is a foundational work for the entire Hebrew Bible.
inheritance Objectives: Students will: understand the Book of Genesis as a foundational work for the entire Hebrew Bible.
demonstrate knowledge of the literary patterns of storytelling found in the Hebrew Bible.
edit writing to correct composition errors.
write a reflection on key details of the lesson.
become familiar with the most basic biblical terms that are useful in interpreting textual meaning. follow the literary patterns of storytelling in the Hebrew Bible.
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4. The Book of Genesis opens with one of the most famous first sentences of any literary work: “In the beginning, God created the heavens and the earth.”
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Indicate if the following statements are (A) TRUE or (B) FALSE. (Note: You may use more credible online resources to respond to the questions. Use a pronunciation dictionary to learn to pronounce unfamiliar words.)
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2. The word “Genesis” in Hebrew means “beginning,” the same as the first words in the biblical text (Bereshit).
1. The Book of Genesis is the first book of the Hebrew Bible and the Christian Old Testament
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12.After
3. Genesis is a record of the creation of the world, the early history of humanity, and of Israel's ancestry and the origins of the Jewish nation.
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Article: “Genesis: the Bible’s story begins” by Jeffrey Kranz (https://overviewbible.com/genesis/_)
10.The
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An Overview of the Genesis Story Materials: Internet access/e-mail/computer editing ability Notebook/paper/pen
Project Directions: Watch the video Genesis: A Quick Overview (https://overviewbible.com/genesis/).
9. The Torah is the foundational work of the Hebrew Bible (Old Testament). Torah is Israel’s origin story. The Torah records the history of how the nation of Israel got its population, its land, and its religion. the Book of Jeremiah, Genesis is the second-longest book of the Bible Another name for God is Yahweh—the creator of heaven and earth, including the humans Adam and Eve. Based on the narrative, God describes all Creation as “very good.”
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Video: Genesis: A Quick Overview (https://overviewbible.com/genesis/) by the Bible
15. When both humans and divine creations rebel against God, the world slips back into chaos. According to Genesis, only the people rebel against God. The sinful nature of humans brings a curse on the world. Humankind becomes so violent that God destroys everyone except Noah and his family. God chooses Abraham to begin the work of restoring the world. Abraham, a Mesopotamian, is formerly known as “Abram.” Abraham becomes the first patriarch of a special nation, Israel.
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Academic Initiatives for Biblical Literacy in Secondary Education 54
5. The Book of Genesis has the famous stories of Adam and Eve, Cain and Abel, Noah and the ark, Abraham and Isaac, and the life of Joseph. Narratives in the book of Genesis read like a string of epic stories. Genesis a “stand-alone” book. The Book of Genesis is the first book the five-part Torah (or Pentateuch).
33. The focus of Genesis is on the words that God says to Abraham: “And I will establish my covenant between me and thee and thy seed after thee in their generations for an everlasting covenant, to be a God unto thee, and to thy seed after thee.” (Gen.17:7 KJV)
34. A covenant is a solemn, binding agreement between two or more parties. Covenants usually involve promises, conditions, blessings for keeping the covenant, and curses for breaking it.
23. God makes a covenant (a special binding agreement) with Abraham.
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36. The Book of Genesis records God’s agreement with the post-flood world (Genesis 9:1–17) and his covenants with Abraham (Genesis 15, 17). The theme of covenants moves the story forward in Genesis. God promises the childless Abraham that he will be the father of nations, that his descendants will have land, and that they will be a blessing to the world. Thirty-eight of Genesis’ fifty chapters follow Abraham’s family as God begins fulfilling the first part of His promise. In the Book of Genesis, the word, “swear” relates to making covenants. After Genesis, the next four books in the Pentateuch tell the story of how Abraham’s descendants become a nation and begin to claim their promised land. In the twelfth chapter of Genesis, God promises to bless Abraham and his allies, and to curse his enemies. Through Abraham, God promises to bless only Israel. The Book of Genesis records the promises of God as they unfold in time. Jacob “inherits” the blessing that God gives to Abraham and Isaac. The narrator proposes that Jacob escapes to a distant land to start a new life before another “Cain and Abel situation” takes place. Jacob wrestles with God, and God blesses him. Another theme in the Book of Genesis centers on owning the land of Canaan. Abraham wanders through Canaan, Isaac settles there, and Jacob eventually lives there also. At the end of the Book of Genesis, the patriarchs of the nation of Israel in its early stage of development dwell in Egypt. Biblical Literacy
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24. The covenant that God makes with Abraham is the beginning of Israel’s story as a nation.
28. Joseph’s brothers sell him into slavery, but through his God-given wisdom, he ascends to the position of second-in-command over all Egypt.
in Secondary Education 55
29. The story of Genesis sets the stage for the rest of the Pentateuch.
30. The Book of Genesis is a long prologue to Israel’s beginnings as a nation.
27. Joseph, who has prophetic dreams of greatness, is Jacob’s favorite son.
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26. Jacob has twelve sons from which the twelve tribes of Israel trace their lineage.
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Academic Initiatives for
22. Abraham journeys through the land of Canaan, which God promises to give to his descendants.
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32. The Book of Genesis is a story of the promises God makes to humans that He begins to fulfill through the rest of the Bible.
25. Jacob is Abraham’s grandson who tricks his father and brother into receiving a special blessing.
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
31. A “prologue” is an introduction.
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An Overview of the Genesis Story For Reflection: The word “beginning” (Heb. Bereshit) occurs throughout Hebrew Scriptures. Find at least five (5) examples of the use of the Hebrew word Bereshit and explain the meanings based on the context of the Scriptures. Use reliable internet Bible study tools to respond effectively. Document sources. Post your findings on the discussion board. Label the post: A Reflection on the Use of the Expression “Bereshit” in Hebrew Scriptures. A Closing Thought: “There was no such thing as new truth. Error might be old or new; but truth was as old as the universe.” Frederick Douglass Academic Initiatives for Biblical Literacy in Secondary Education 56
make inferences and draw conclusions based on explicit and implied information using evidence from the text as support.
state the writer’s intended purpose for writing the text. synthesize information from various sources. draw conclusions and make inferences from primary and secondary sources.
Lesson Overview: The first eleven chapters of the Hebrew Bible, also known as “primeval history,” have definitive literary plots. In literature, the plot of a story is the sequence of events where each affects the next one through the principle of cause-and-effect. The Book of Genesis opens with an account of how the universe came into existence. Beginning with the Creation narratives, the early chapters of Genesis focus on humanity’s proliferation of rebellion against their Creator. After gaining the knowledge of good and evil, humans live in disharmony with God and among themselves. The proclivity to turn to evil leads humankind to continual trouble and a need for redemption. This lesson gives students more insight into the underlying messages conveyed within the stories.
Key Concepts: historical narratives, primeval history, plots, theme, rebellion, disharmony, judgment, grace, repentance, redemption
discuss the literary and historical aspects of narratives in Genesis, Chapters 1-11.
Academic Initiatives for
LESSON EIGHT THE LITERARY PLOT OF GENESIS
discuss literary and historical elements found in biblical text, including common unifying themes. participate in class discussions.
use information in biblical resources to support analysis, reflection(s), and research.
in Secondary Education 57
Expected Learning Objectives At the end of this lesson, students will: recognize and understand common plots and themes in biblical literature.
edit writing to correct errors.
Lesson Objectives: Students will: use online Bible study tools to access, read, interpret, and explain information.
Duration: 3-4 hours Biblical Literacy
summarize the common themes (main ideas) in the biblical text (Genesis, Chapters 111).
The Literary Plot of Genesis Materials: Video: Genesis: the Bible’s story begins by Jeffrey Kranz (https://overviewbible.com/genesis/)
Genesis 1-11 Study Guide by the Bible Project (https://d1bsmz3sdihplr.cloudfront.net/media/Study%20Notes/1-Genesis-Pt.-1-Study-Guide.pdf)
Reference:Questions:
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3. The interesting and well-loved stories in Genesis are thousands of years old. The stories in Genesis began as an oral tradition. They passed down from one Hebrew generation to another until they became a part of the law of Moses in the Torah.
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6. The law of Moses began as a list of conditions that an ancient prophet gave to the Israelites about how they should interact with their God.
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Literacy in Secondary Education 58
Paper, pen, pencil Procedure: View the video: Genesis: the Bible’s story begins by Jeffrey Kranz (https://overviewbible.com/genesis/)
statements (A) CORRECT or (B) INCORRECT?
7. The stories in the book of Genesis are foundational to how the people of Israel came to be associated with the law of Moses. Over centuries, scribes worked on the books of Moses to construct the Tanakh.
Respond to the study questions.
9. Genesis sets the stage for divinity to interact in human affairs throughout the rest of the Bible. The Hebrew Bible records God's relationship to humans through the nation Israel and through His son, Jesus, in the New Testament in Christian Bibles. Genesis recounts a default relationship between humans and God.
8.
Video: Genesis: the Bible’s story begins by Jeffrey Kranz Basedhttps://overviewbible.com/genesis/)onthevideo,arethefollowing
13. Throughout the Book of Genesis, one sees elements of humanity that are not commendable. Biblical
12. The Hebrew Bible explores humans’ purpose in life, as well as human nature.
Academic Initiatives for
A computer with internet access and editing capability
Use the study guide for Genesis, Chapters 1-11 by the Bible Project to respond to the study questions. Genesis-Pt.-1-Study-Guide.pdf(https://d1bsmz3sdihplr.cloudfront.net/media/Study%20Notes/1-)
1. The book of Genesis is the first book of the Hebrew Bible. It is the second longest book of the entire Bible.
Study
11.
20. The narrator refers to the Garden of Eden as a “Garden Temple.”
17. Genesis, Chapters 12-50 reveal God's relationship with the nation of Israel’s ancestors.
15. The Book of Genesis has fifty chapters that fall into two sections.
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14. Genesis tells of Israel's origin as a nation and gives a message of hope for non-Jews.
29. As the stories progress, the world becomes increasingly corrupt.
35. In the Torah, ancient Israelites believed that God also distributed the nations to different gods.
36. The second section of Genesis begins with a man named Abram. God promises to make Abraham a very great person in history. God says that Abram will have innumerable descendants. Abram, later named Abraham, obeys God’s order to leave his home. God promises Abraham a place called Canaan, also known as the Promised Land.
34. In the Tower of Babel narrative, God disburses humanity into various nations so that each group speaks a distinct language.
32. In the Genesis stories, God values human life, and He wants humanity to continue to grow and flourish.
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27. People believed that the Nephilim were regular humans that eventually became so powerful that they were worshipped as gods.
23. The Hebrew temple in Jerusalem takes center stage for a large part of the Old Testament.
26. In ancient Jewish tradition, the Nephilim were part demon and part human.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
33. In the last sub-section, people repopulate the earth and decide to build their own structure that will reach into heaven.
16. The first section of Genesis, Chapters 1-11, focuses on the relationship between God and all humanity.
21. The setting of the Book of Genesis is in the Ancient Near or Near East.
19. Humans were supposed to reflect God’s character.
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24. In the first major section of Genesis, a sense of the supernatural surrounds the narrative about an evil serpent that comes into the garden and tricks the woman into rebelling against God.
18. In section 1, God brings order out of chaos and creates humans to help govern the earth.
28. In Genesis, supernatural evils, along with the human disobedience, corrupt the world.
Academic Initiatives for Biblical Literacy in Secondary Education 59
25. The Genesis narratives continue with an account of the sons of God having relationships with humans.
31. The Flood narrative is one of divine judgment upon humankind from which God spares only one family.
42. God instructs Abraham to leave his relatives and travel to Canaan, but Abraham never settles in the land.
43. Chapters thirty-seven to fifty focus on the sons of Jacob, Abraham’s grandson. Jacob has twelve sons that later became the tribes of Israel. The story about Joseph, one of Jacob’s sons, tells of a coat with assorted colors. The story centers on sibling rivalry and divine intervention.
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22. Garden temples were important to the ancient Hebrews.
41. God’s promises pass from Abraham to his son Isaac, to Isaac's son Jacob, and on to the nation of Israel.
45.
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30. A glimmer of hope for humanity appears when God foretells that a human will defeat the serpent that is a representative of evil.
16.
in Secondary
Study Guide: Genesis, Chapters 1-11 by the Bible Project) How does Yahweh create a good world? What is the Hebrew word for “image” and what does it mean? Who or what are “divine image bearers”? (Genesis 1:26-30, 2:15)
Study (Reference:Questions
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17. In Genesis, Chapter 11, humans fall because of arrogance and autonomy.
11. Yahweh wants a personal relationship with humans in Genesis, Chapters 1-4.
14. In Genesis, Chapters 3-11, Yahweh promises future blessing for His world.
18. The “Tower of Babel” narrative is continuation of the theme of human rebellion against their Creator and the consequence of their defiance toward God.
15. In Genesis, Chapter 11, humans turn to technological progress. The “Tower of Babel” narrative records a scattering of the people because of their defiance toward one another.
The Literary Plot of Genesis
13. In Genesis, Chapters 3-11, Yahweh offers unmerited divine aid to humans for their regeneration or sanctification.
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4. Fill in the blank: An “image” is a physical _________that points to another person or object. (A. painting B. matter C. representation D. person E. none of these) How does the term “image” relate to humans in Gen. 1:26-30? What are humans assigned to do in Gen. 2:15? What factors lead to the fracturing of the divine-human relationship and the ruin of human relationships on all levels in Genesis, Chapter 3? Are the following statements (A) TRUE or (B) FALSE?
19. Which of the following is not a theme in Genesis, Chapter 3 and 4? a) suspicion of God’s goodness b) self-deception c) quest for wisdom and goodness independent of God d) jealousy and violence e) All the above are themes in Genesis, Chapters 3 and 4. Which of the following DOES NOT occur in Genesis, Chapter 6? a) “The sons of God” interact with humans. Biblical Literacy Education
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8. The stories in Genesis 3-11 explore the various sides of human sin and its consequences. In Genesis, Chapter 4, humans build corrupt and sinful cities that are offensive to God. Another name for God is “Yahweh.”
3.
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47. God tests Joseph’s loyalty and integrity of character. Joseph has vicissitudes in his life. He stays upright in character. Joseph becomes an Egyptian leader and saves his family from starvation.
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12. Yahweh brings justice for mankind’s rebellion in Genesis, Chapters 3-11.
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c) Humankind becomes become morally corrupt.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
A Closing Thought: “Life is a culmination of the past, an awareness of the present, an indication of a future beyond knowledge, the quality that gives a touch of divinity to matter.”- Charles Lindbergh
d) Humans ruin God’s good world. e) All the above occur in Chapter 6.
For Reflection: The stories in Genesis, Chapter1-11contain profound insights about the relationship between God and humankind. The themes of human rebellion against a faithful God, consequential judgment, human remorse, and God’s grace unify the narratives in Genesis, Chapters 1-11.
Discuss one lesson learned from the stories? Give specific details and Scripture references (fiveeight sentences). Edit writing to correct errors. Label the post: An Overview of Genesis, Chapters 1-11. Post the response to the discussion board.
Academic Initiatives for Biblical Literacy in Secondary Education 61
b) Spiritual beings disrupt God’s hood order.
Academic Initiatives for Biblical Literacy in Secondary Education 62
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Duration: 3-4 hours Materials: a Hebrew Bible a computer with internet access, email, and editing capability
edit writing to correct errors standard English usage.
write an effective reflection paragraph on Genesis, Chapters 1-2.
Lesson Overview: The early chapters of Genesis present two accounts of cosmic and human origins in the language and ideas of the ancient Hebrews. This lesson explores the differences between the two historical accounts of creation according to the Jewish and Christian traditions and the literary style of the ancient Hebrew biblical narratives.
Academic Initiatives for Biblical Literacy in Secondary Education
explain terminology associated with the literary elements of biblical text.
edit writing to correct errors standard English usage.
write an effective reflection paragraph on a given topic.
participate in class discussions.
video: The Book of Genesis-Part 1
distinguish between the figurative and literal textual expressions.
use terminology associated with the literary elements of biblical text.
recognize biblical allusions in idiomatic expressions.
distinguish between the figurative and literal textual expressions.
Key Concepts: cosmic and human origins, foundational Abrahamic religions, biblical allusions, idioms
Lesson Objectives: Students will: Read and summarize the main ideas of the first two chapters of the Book of Genesis.
Learning Outcomes At the end on this lesson, students will be able to: demonstrate a general knowledge of the creation narratives in the Book of Genesis.
participate in class discussions.
LESSON NINE HEBREW CREATION NARRATIVES IN JEWISH AND CHRISTIAN TRADITIONS
chart (below): An Overview of Genesis, Chapters 1-2 notebook/paper/pen internet access/e-mail/computer editing ability Procedure (Assignment one): Read Genesis, Chapters 1-2 (any translation).
Hebrew Creation Narratives in Jewish & Christian Tradition (Genesis, Chapter One- Two) (https://www.youtube.com/watch?v=KOUV7mWDI34)
Watch the video: The Book of Genesis-Part (https://www.youtube.com/watch?v=KOUV7mWDI34)1
Post questions about the assignment on the discussion board to receive help in completing the assignment(s).
Respond to all study questions related to the lesson. Respond to the reflection questions in complete sentences. Edit writing to correct errors. Post the reflection(s) and extended assignment(s) on the discussion board
3. What is “good” about God’s the Creation of the 4.world?How does God set boundaries in His Creation?
Narrativethe Literary Themes
Genesis, Chapter 1 Title of Plot Summary Study Questions Origin of the Universe Order in Creation Goodness in Creation God’s Sovereignty The Self Existence of God Boundaries Genesis means “origins.” The first account of the origin of creation begins with its famous declaration of God creating the heavens and the earth. During the six days of creation, everything that is now a part of the world has its existence from a sovereign God. In a series of affirmations, Genesis declares the goodness of God’s creation. With the creation of humanity as the climax, the work of creation ends. The theme of goodness of creation is central to the Book.
1. What is the state of the earth before the Creation narrative begins? 2. How does God show His sovereignty in this narrative?
Review the chart of Genesis, Chapters 1-2. Note details from assigned readings not mentioned on the chart. Use a dictionary or other credible online sources to define unfamiliar vocabulary terms. Respond in full sentences to the study questions on the overview chart.
“The 25)(Gen.Account”CreationFirst1:1- The
“Humanity Man Created The high point of this creation 1. In what ways is the Academic Initiatives for Biblical Literacy in Secondary Education 64
Genesis, Chapter 2 Title of Narrativethe Literary Themes Plot Summary Study Questions AccountSecond“The (GenesisCreation”of2)
1. How does the second Creation narrative differ from the first?
2. What is the meaning of primeval history?
The second account of creation (Genesis 2:4b–25) describes how God creates man, and the Garden of Eden. Then, He makes Adam a female companion. In Genesis 2:4b–25, “the LORD God formed man from the dust of the earth. He blew into his nostrils the breath of life, and man became a living being.” (Genesis 2:7) This anthropocentric account differs from the cosmos centric account in the first narrative.
5. What does this narrative reveal about God’s character? Study Questions
2. What is God’s plan for humans after the Creation? 3. How does Adam respond to companion?his 4. What is God’s plan for all creation?
31)(Gen.Created”1:26- in the Image of God MalebetweenEquality and Female narrative is God’s creation of humanity. It is at this point that the Bible introduces the only creature to bear the image of God. The Hebrew word cited in this passage for “man” is humanity in general, rather than as a male human being. Genesis depicts humanity, male and female, as created in the likeness of God (1:2627). creation of humans the apex of God’s Creation? 2. Define the use of the expression “man” in the second Creation narrative. 3. Explain the concept of humans created in the “image” of God.
1. What are the two main parts of Genesis, Chapters 1-11?
SovereigntyGod’s God’s Love for Humanity Man-Created in the Image of God Goodness of Creation Orderliness in the World Boundaries The Sabbath
3. Which of the following is not a part of the Bible’s primeval history? a. the two creation accounts in Genesis, Chapters 1 and 2 b. the fall of humanity into sin and punishment in Genesis, Chapter 3 c. the universal flood as punishment for sin d. the scattering of the people in the “Tower of Babel” e. all the above are examples of biblical primeval history. Are the following statements (A) CORRECT or (B) INCORRECT? Initiatives for Biblical Literacy in Secondary Education 65
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
Academic
― Voltaire Academic Initiatives Biblical Literacy Secondary Education 66
15. Methuselah’s death was antediluvian?
9. A biblical allusion is a very quick or indirect reference to something in the Bible, such as a particular scripture, character, or story.
10. An idiom is a phrase or expression that typically presents a figurative, non-literal meaning attached to the phrase.
for
in
20. The disobedience of humanity toward God is a dominant theme in the Book of Genesis.
For Reflection: Compare the two accounts of Creation in Genesis, Chapters 1 and 2. Find at least three similarities and three differences in the details. Proofread your writing before posting your reflection on the discussion board. Label the reflection: Three Similarities and Differences in the Creation Narrative in the Hebrew Bible. A Closing Thought: “In the beginning God created man in His own image, and man has been trying to repay the favor ever since.”
17. “The Mark of Cain” alludes to the biblical Cain, the oldest son of Adam and Eve who murdered his brother because of jealousy and is cursed by God.
Hebrew Creation Narratives in Jewish & Christian Tradition (Genesis, Chapter One- Two)
4. Noah is the tenth and last of the pre-Flood patriarchs in the traditions of Abrahamic religions.
5. The antediluvian period is the period chronicled in the Bible between the fall of man and the Genesis flood narrative in biblical cosmology.
7. Genealogy is the study of families, family history, and the tracing of their lineages.
12. The name Methuselah is in the fifth chapter of Genesis.
14. “Old as Methuselah” is an idiom used to refer to someone’s old age.
16. “The Mark of Cain” is an idiom that associates one to disgrace or public disapproval over a crime, wrongdoing, personal failure, or controversial behavior.
18. To “raise Cain” means to cause trouble, to create a great commotion, or to behave in an uncontrolled, disruptive way.
19. Adam and Eve are the only people who disobey God in the Book of Genesis.
11. Various people listed in the Bible’s genealogies lived long lives.
13. Methuselah holds the title of being the oldest-known human (969 years old).
6. A deluge is an overflowing of land by water.
8. Longevity is a long duration of individual life.
Academic Initiatives for Biblical Literacy in Secondary Education 67
write a reflection on the literary design of Genesis, Chapter One. edit writing to correct errors. participate in class discussions.
Students will: understand the literary structure of Genesis, Chapter One.
Lesson Overview
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Key Concepts: literary design, epilogue, prologue, exposition, macro frame, forward symmetry, eschatology, triads, structure, themes, literary framework, triad literary framework view, framework theory, framework hypothesis
LESSON TEN THE LITERARY DESIGN OF GENESIS, CHAPTER ONE
This lesson focuses on the intentional literary design of the first chapter of Genesis and how this chapter sets the stage for the entire Hebrew Bible. The prologue (1:1-2) and the epilogue (1:31-2:3) of Genesis, Chapter One serve as a macro frame around the internal sequence of six days. Students will examine the precise structure of the chapter and the linguistic artistry that brings to life the rest of the Hebrew text.
Lesson Objectives
distinguish between the literary expressions prologue and the epilogue write an effective reflection paragraph on literary design. edit writing to correct errors. participate in class discussions. Learning Outcomes At the end on this lesson, students will be able to: explain the meaning of the literary design of the first chapter of Genesis. distinguish between different terms related to the literary design of the biblical text.
respond to reading comprehension questions logically and accurately.
Duration: 2-3 hours Materials: Academic Initiatives for Biblical Literacy in Secondary Education
explain terminology associated with the literary structure of biblical text.
1.
Study Questions (Set A) (Resource: Video- Genesis 1 (A look at how the literary design of Genesis 1 reveals God’s ideal vision for the whole cosmos) (https://cs360studio.com/2020/11/genesis-1/)
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12. The Hebrew word for God's Spirit is Ruach, referring to the wind or breath of God.
Video: Genesis 1 (A look at how the literary design of Genesis 1 reveals God’s ideal vision for the whole cosmos) (https://cs360studio.com/2020/11/genesis-1/)
9. The biblical expression darkness upon the face of the deep means that darkness covers a deep chaotic ocean. Based on the presentation, the Spirit of God hovered or floated over the face of the waters.
13. The Spirit of God, or God's invisible presence, is the source of the biblical version of Creation. The speakers in this video propose that God brings order to the dark chaos. Symbolically, light and darkness can stand for good and evil, respectively. The order of the cosmos occurs within six days. Biblical Literacy
in Secondary Education 69
Respond to the video study questions (Set A). Use the Bible Project study guide to answer the questions (Set B) %20Notes_final.pdf(https://d1bsmz3sdihplr.cloudfront.net/media/Study%20Notes/VC_Genesis-1_Study).
Based on the video, are the statements below (A) CORRECT or (B) INCORRECT? The first book in the Bible focuses on beginnings The Book of Genesis is a carefully crafted narrative about the origin and order of the whole cosmos. The opening words of the entire Hebrew Bible are "In the beginning God..." On day two, God creates a vault, or arch, to separate water from water. In biblical Hebrew, the word for heaven refers to the sky above, and the word for earth means the ground below. According to the video, in the beginning, the earth was in a state of nothingness. In Hebrew, the land was Tohu, which means unordered and uninhabited. Anything that is non-existent has no purpose nor order.
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11. The expression face of the deep is an example of personification.
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
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Internet access A notebook/pen/pencil Procedure: View the video: Genesis 1 (A look at how the literary design of Genesis 1 reveals God’s ideal vision for the whole cosmos) (https://cs360studio.com/2020/11/genesis-1/)
Study Guide by the Bible Project: %20Notes/VC_Genesis-1_Study%20Notes_final.pdfhttps://d1bsmz3sdihplr.cloudfront.net/media/Study A computer with editing capability
30. God creates the sun, moon, and stars to be signs and symbols.
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40.
17. An implied literary theme in the Creation narrative (Gen. 1) is a concern for boundaries.
19. The repetitive phrase evening and morning appears in the narrative at the conclusion of each stage of Creation.
24. In Genesis, Chapter One, the sky is a solid dome that holds back waters.
A Literary Design of Genesis (Chapter One)
36. Humanity is the climax of God’s Creation. The statement that God created man (humanity) in His image means that people embody and represent their Creator.
42. According to the presenters of the video, God's ideal vision for the whole cosmos is a place where He lives with His Creation.
33. Throughout the narrative, God says that everything He has created is good The creation of humans is different from that of other living creatures.
38. In the narrative, God blesses the people and tells them to increase in number and subdue (rule over) the earth.
47. In Genesis One, each of the triads has its own internal shape. Biblical Literacy Secondary Education
22. One can conclude from reading Genesis, Chapter One that God existed before recorded time.
35. Adam is a Hebrew term for man, humans, or humankind.
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39. God rests on the Sabbath (seventh) day from all His work. God blesses the seventh day and sets it apart as a holy day.
43. The video presenters say that the author of Genesis, Chapter 1 weaves the number seven into every part of the story. Within this Creation narrative are seven announcements that Creation is good. Based on the narrative, God plans for humans to rest and rule the world with Him forever. A triad consists of a group or set of three connected people or things.
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41. The Sabbath is the seventh day of the week, a day of rest and worship in all Jewish and Christian communities.
20. On days one through three, God separates the unordered darkness into three orderly states.
28. This Creation narrative explains the realms of time, the realm of the sky, and the boundaries of the seas and the land.
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25. The waters under the sky gather into one place, and afterward, the dry ground appears.
26. On day three, God sets up the realm (boundaries) for the land and the waters.
18. Each day of Creation begins and ends with the repetitive phrase, “… and God said…”
32. On day six, God creates living creatures (including humans) from the earth.
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29. On days four through six, God creates lights in the vault (arch) of the sky.
21. On days four through six, God fills the uninhabited barren earth with living creatures.
23. Based on the biblical Creation narrative, God sets up the order of time on the first day.
27. The land appears from the chaotic waters, and afterward, God calls forth plants and fruit trees to appear from the land.
31. On day five, God fills the waters with sea creatures and the sky with fowls.
2. The presenters say that the prologue in Genesis 1:1-2 is the introductory section of the entire Hebrew Bible.
5. An” exposition” gives background information about what is happening in the story.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S In Genesis One, the reader can compare matching elements in the first and last aspects of the triads.
7. An “exposition” has to be in the “prologue.”
15. A “preliminary” period denotes an action or event preceding or done in preparation for something fuller or more important.
10. The “epilogue” finishes the story in Genesis 1 with the words: “Thus were finished, the skies and the land and all their hosts. 2:2-3.
16. According to Genesis 1, the Hebrew phrases “tohu vavohu” and “tehom” are a part of the pre-created state of the world.
18. Eschatology is a part of theology concerned with the final events of history, or the ultimate destiny of humanity.
49. The framework interpretation (also known as the literary framework view, framework theory, or framework hypothesis) is a description of the structure of the first chapter of the Book of Genesis.
%20Notes_final.pdf
50. As presented in Genesis 1:2, days one through six are two triads that address the “problems” of the cosmic disorder. Questions: (Resource-Genesis 1 Study Guide 1_Study
8. In Genesis, Chapter 1, the exposition of the prologue is in these words: “the earth (land) was wild and waste (Heb: tohu va-vohu) and “darkness was over the face of the deep abyss (Heb: tehom).
Academic Initiatives for Biblical Literacy in Secondary Education 71
11. The number seven (7) is a part of the literary design in Genesis, Chapter 1.
Study
4. The term “prologue” is often used for “exposition.”
6. A “prologue” is a separate introductory section of a literary or musical work.
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13. Genesis 1 has both an introduction and a narrative about the pre-creation state of the universe.
14. The word “beginning” (Heb. Redshift) refers to a first point in time.
9. “The breath of Elohim was hovering over the face of the waters (Heb: hamayim)” is a part of the exposition.
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12. The design structure of Genesis 1 has a sequence of six days, with a clear strategy of emphasizing the seventh day.
Are the following statements (A) CORRECT or (B) INCORRECT?
17. The storytelling design of God’s creation of the universe relates to forward symmetry.
3. The epilogue in Genesis 1:31-2:3) functions as a macro frame around the internal sequence of six days.
https://d1bsmz3sdihplr.cloudfront.net/media/Study%20Notes/VC_Genesis:
1. The literary design of this first chapter of Genesis is intentional.
A Literary Design of Genesis (Chapter One) 19. Eschatology is one of the most self-evident features of Genesis 1 in its seven-day sequence. 20. The number seven is an organizing principle for the entire chapter from beginning to end. Academic Initiatives for Biblical Literacy in Secondary Education 72
For Reflection (1): Summarize the literary design of Genesis, Chapter 1 (five-eight sentences). Mention the organizational structure of the prologue, the use of triads, and the design of the epilogue. If necessary, use other reliable internet Bible study tools to respond effectively. Document sources. Post your findings on the discussion board. Label the post: A Reflection on the Literary Design of Genesis, Chapter One.”
A Closing Thought: "Suppose a nation in some distant Region should take the BIBLE for their only law Book, and every member should regulate his conduct by the precepts there exhibited! Every member would be obliged in conscience, to temperance, frugality, and industry; to justice, kindness, and charity towards his fellow men; and to piety, love, and reverence toward Almighty G-D ... What a Utopia, what a Paradise would this region be" John Adam Academic Biblical Literacy Secondary Education
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
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For Reflection (2): How is literary design important to the depth of meaning in biblical text? Write-5-8 sentences. Edit your writing to correct errors. Post your response on the discussion board. Label the post: The Significance of the Literary Design in Biblical Text.
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Academic Initiatives for Biblical Literacy in Secondary Education 74
At the end on this lesson, students will be able to: demonstrate a general knowledge of chapters 1-3 of the Book of Genesis.
use terminology associated with the literary elements of biblical text. distinguish between the figurative and literal textual expressions.
write an effective reflection paragraph on Genesis, Chapters 1-3. edit writing to correct errors standard English usage.
explain terminology associated with the literary elements of biblical text. distinguish between the figurative and literal textual expressions.
LESSON ELEVEN “THE FALL OF HUMANITY” (GENESIS, CHAPTER THREE)
Lesson Overview: According to Jewish and Christian tradition, Genesis, Chapter 3 concerns the moral history of humankind. In this Creation narrative, Eve, a serpent tempts “the mother of humankind to partake of the forbidden fruit from the Tree of the Knowledge of Good and Evil. After she convinces her husband, Adam, to disobey God’s command, they must face divine judgment, along with the serpent. Students will analyze the literary aspects of the narrative and engage in vocabulary development activities.
Expected Learning Outcomes
Lesson Objectives: Students will: Read and summarize the main ideas of the first three chapters of the Book of Genesis.
Key Concepts: decisions and consequences, good and evil, Paradise Lost, human fallibility, man’s inadequacies, disobedience and punishment, God’s mercy, innocence, and experience
write an effective reflection paragraph on Genesis, Chapters 1-3. edit writing to correct errors standard English usage.
participate in class discussions.
participate in class discussions.
Duration: 3-4 hours Material(s): Academic Initiatives for Biblical Literacy in Secondary Education 75
4. In the beginning, God creates a woman who is subordinate to her husband from the beginning.
5. In the first Creation narrative, God rules the universe alone. The first two narratives in the Hebrew Bible supply a foundation for the Jewish concept of the Sabbath.
3. The second Creation story shows the significance of working.
Essay: “The Hebrew Creation Narrative (Genesis 1-3)” (https://www2.nau.edu/~gaud/bio301/content/hebnar.htm)
1. According to the writer, the opening to this narrative is grand, but simple.
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“The Fall of Mankind’ Narrative (Genesis, Chapter Three)
7. The Hebrew Creation narratives in Jewish and Christian traditions reject the idea of ancient Mesopotamian polytheism. Like other ancient Mesopotamian creation narratives, the Hebrew biblical version shares features such as land emerging from a watery chaos and waters above and beneath the earth. Over time, the “divine word of God” became a central concept in Judaism, Islam, and Christianity. The term “dome” in the first Creation narrative refers to the sky. The expression “lights in the dome of the sky” in Genesis 1:14 refers to the sun and the moon. In Jewish and Christian Bibles, humankind resembles God. In Jewish and Christian Bibles, God gives human authority to rule over the animals. The expression, “…and it was good…” flows throughout the Genesis Creation narratives. On the seventh day, or the sabbath, God rests.
Internet access/e-mail/computer editing ability Notebook/paper/pen Study
11.
Read “The Hebrew Creation Narrative (Genesis 1-3)” at https://www2.nau.edu/~gaud/bio301/content/hebnar.htm and answer the following study questions. Based on the assigned reading, are the following statements (A) TRUE or (B) FALSE?
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Directions:Questions:
Academic Initiatives for Biblical Literacy in Secondary Education 76
2. The first creation narrative answers the question "Where did we come from?"
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Lecture: The Genesis Story: Reading Biblical Narratives from Hillsdale College (https://online.hillsdale.edu/courses/genesis
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3. The biblical text reflects the notion that the ancient Jewish culture shunned nudity.
7. How do the humans blame others for their misbehavior?
Indicate if the following statements are (A) CORRECT or (B) INCORRECT.:
4. Both Jewish and Christian traditions relate the serpent in Genesis, Chapter 3 to Satan.
Academic Initiatives for Biblical Literacy in Secondary Education 77
8. How does God punish the serpent and the humans?
4. What methods does the serpent use to trick Eve.
6. How does the woman affect her husband’s future?
2. The Hebrews trace their ancestry to Mesopotamia.
Having given two accounts of how the world came into being, Genesis moves on to deal with the origin of sin. The third chapter of Genesis gives a vivid account of the rebellion of humanity against his creator. Adam and Eve, representatives of humanity, choose to break free from God’s authority. The fellowship that they had with God in the Garden does not last. The figure of the deceptive serpent appears (3:1) as a subtle creature who manages to lure Eve into disobeying God by eating the forbidden fruit from the Tree of Knowledge of Good and Evil. She convinces her husband to do the same. When God confronts their disobedience, they try to place the blame on someone else. God, however, punishes them and expels them from the Garden.
1. The naming of the Tigris and Euphrates as rivers flowing from the Garden of Eden places the location of the original “Paradise” in Mesopotamia.
1. What is the origin of sin?
2. How does sin affect the betweenharmonyGod and humanity?
3. How is the serpent depicted in this chapter?
Study Questions
ReadDirections:“TheCreation and the Fall “at https://www2.nau.edu/~gaud/bio301/content/hebnar.htm
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Genesis, Chapter 3 Title of Narrative Literary Themes Plot Summary Study Questions “The 24)(Gen.Fall”3:1- Deceit Good against Evil Rebellion GullibilityHuman Origin of Sin Paradise Lost inadequaciesMan’s andDisobediencepunishment God’s Mercy
5. What is meaningtheof “the power suggestion?of
18. In the early Middle Ages, the forbidden fruit was a fig.
7. Adam is asleep when God makes the woman. In their first state of innocence, the people are naked, but they are not ashamed. The serpent speaks to the woman in half-truths.
20. According to legend, snakes originally had legs like other animals, but lost them because of the curse.
Study Questions: 1. Based on Dr. Jackson’s lecture, what are the types of relationships in the Book of Genesis?A.God and creation B. God and human C. human and human D. human and creation E. All the above are correct. Are the following statements (A) TRUE or (B) FALSE? Academic Initiatives for Biblical Literacy in Secondary Education 78
10. Ironically, both Adam and Eve have divine attributes before they disobey God.
“The Fall of Mankind’ Narrative (Genesis, Chapter Three)
5. Adam refers to Eve in the statement: “This at last is bone of my bones and flesh of my flesh.”
Answer the study questions that follow.
19. The expression malum in Latin means both "apple" and "evil."
11. After they eat from the forbidden Tree, their eyes open, and they realize that they are naked. The humans hide from God after they discover their nakedness.
Extended Learning: Resource: The Hilldale College’s Online Course Lecture: The Genesis Story: Reading Biblical Narratives (https://online.hillsdale.edu/courses/genesis)
14.
17. Genesis does not specify the fruit from the Tree of the Knowledge of Good and Evil.
Directions: Listen to the Hilldale lecture: The Genesis Story: Reading Biblical Narratives. (https://online.hillsdale.edu/courses/genesis)
12.
16. Mainstream Judaism does not support the doctrine of an inherited curse called "original sin."
8.
6. The expression relates to the way that God uses Adam’s rib to form Eve.
15.
13. God punishes the humans and the subtle serpent. God bans the humans from the Garden of Eden. Guilt and shame are the result of human disobedience.
9.
5. God endows humans with both divine and earthly qualities.
25. Both Jewish and Christian traditions propose that God is calling the humans to repentance when He asks Adam, “Where art thou?” (Gen. 3:9)
8. At the end of the Creation narrative, man’s earthly position changes.
13. Adam can take part in the divine creation by naming the animals.
17. In Hebrew, another word for “woman” is “wife.”
11. The reader of Genesis can infer that God does not want humans to exist in a state of isolation.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
30.
10. The first time that God declares something as being “not good” relates to Adam’s state of aloneness.
29.
22. The Tree of Knowledge of Good and Evil is a higher sense of “goodness.”
2. Dr. Jackson proposes that Adam and Eve’s transgression in the Garden of Eden transforms the relationship between God and man and sets the stage for the remaining narratives of Genesis.
9. Humans does not obey their first prohibition by eating from the Tree of the Knowledge of Good and Evil.
14. God forms the woman from the rib of the man.
24.
19. In Genesis, Chapter 3, the prideful desire in Adam and Eve breaks the relationship with the Divine.
28. Adam and Eve’s disobedience affects their relationship with creation (nature). Based on the lecturer, the main cause of humanity’s disobedience is fear. The question of human rivalry with God is a part of this narrative.
6. Man’s dual nature causes a conflict in his earthly makeup.
32.
23. In her conversation with the serpent, Eve exaggerates about eating the fruit from the Tree of Life. The serpent conflates the truth in its depiction of God’s character.
7. The breath of God affects the nature of humanity.
16. According to Dr. Jackson, the creation of the woman shows that human identity connects to other humans.
12. The creation of animals is completely different from the creation of humans.
18. The human-to-human relationship ruptures in Genesis, Chapter 3.
20. The Tree of the Knowledge of Good and Evil is the same as the Tree of Life.
21. Based on the lecture, God forbids Adam from eating of the Tree of Knowledge of Good and Evil to assess his free will.
31. Humanity becomes like “gods” after eating from the Tree of Knowledge. After eating the fruit of the forbidden tree, the humans have a higher awareness of themselves.
4. In Creation, humans are unlike any other creature.
3. In forming Adam, God intends to take part in a “God-and-human relationship.”
27. God’s commandment about eating from the Tree of the Knowledge of Good and Evil is a prophecy.
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26. Adam’s response to God’s questions in Genesis 3 disrupts both his relationship with God and the woman?
15. The man’s reaction to God’s creation of the woman relates to his own identity.
For Reflection: In the 16th century, the word “prevarication” meant "going astray," or "stepping out of line." It comes from the Latin root word prevaricating, which translates as "walk crookedly." In other words, the term “equivocating” means “speaking in a way that is intentionally not clear and confusing to others, especially to hide the truth.” Explain how the words “prevarication” and “equivocating” relate to Genesis, Chapter 3. (Write five-eight sentences. Edit your writing to correct errors. Post the reflection on the discussion board. Label the post: A Reflection on The Serpent’s Deception in Genesis, Chapter 3.)
“The Fall of Mankind’ Narrative (Genesis, Chapter Three)
33. The heightened sense of themselves causes the humans to experience shame and guilt.
35. The instructor proposes that Adam and Eve’s expulsion from the Garden of Eden is an act of mercy.
For Reflection: The Hillsdale College lecturer, Dr. Jackson, asserts that God would have given Adam and Eve permission to eat from the Tree of the Knowledge of Good and Evil if they had obeyed His command. They would have gained a higher knowledge of goodness if they had abstained and allowed themselves to grow. Tell why you agree or disagree with this supposition? (Write fiveeight sentences. Edit your writing to correct errors. Post the reflection on the discussion board. Label the post: A Reflection on Humanity and the Forbidden Tree of the Knowledge of Good and Evil.) For Reflection Explain how the popular survival television show “Naked and Afraid” on the Discovery Channel alludes to Genesis, Chapter 3. Why is shame associated with nakedness? Use credible sources to write your reflection. Document the sources. Edit your writing to correct errors. Post the reflection on the discussion board. Label the post: A Reflection on the Shame in Nakedness. A Closing Thought: “The observant Jew has his own sense of values. Torah Judaism is his blueprint for this life, his target for existence." -Meir Kahan
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34. The latter condition of humanity is as innocent as the beginning of the Creation narrative.
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3:15 (THE PROTOEVANGELIUM)
LESSON FORESHADOWINGTWELVEINGENESIS
Lesson Overview: Genesis 3:15 reads, “I will put enmity between you and the woman, and between your offspring and hers; he will crush your head, and you will strike his heel.” This passage of Hebrew Scriptures introduces the two elements basic to the Christian faith- the curse on humanity because of Adam’s sin in the Garden of Eden and God’s provision for man’s redemption through His son, Jesus. In Christian tradition, Jesus takes the curse upon Himself to redeem humanity. Genesis 3:15 is known as the Protoevangelium, or the first Gospel. In the Christian faith, Jesus crushes the head of the serpent through His sacrificial death by crucifixion. The ultimate victory is God’s by removing the serpent’s power over humanity. This lesson examines the literary device of foreshadowing in Genesis 3:15 in which the OT writer gives an advance hint of what develops later in the Christian biblical plot development.
Lesson Objectives: Students will: summarize the main ideas in Genesis 3:15. explain terminology associated with the literary elements of biblical text, including foreshadowing. understand the Christian concept of protoevangelium. distinguish between the figurative and literal textual expressions. edit writing to correct errors standard English usage. participate in class discussions.
Learning Outcomes: At the end on this lesson, students will be able to: demonstrate a general knowledge of the Book of Genesis, Chapter 3. use terminology associated with the literary elements of biblical text, such as protoevangelium, foreshadowing, and prophecy. distinguish between the figurative and literal textual expressions.
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Key Concepts: gospel, adjudication, protoevangelium, foreshadowing, curse, symbol, pronouncement, seed, enmity
Duration: 2-3 hours
Video: How Is Jesus Shown in the Book of Genesis? By Josh the-book(ttps://www.christianity.com/jesus/is-jesus-god/old-testament-prophecies/how-is-jesus-shown-in-Moody -of-genesis.html)
Materials: Article: Genesis 3:15 The Protoevangelium or “First Gospel” (https://biblescripture.net/First.html)
1. Genesis, Chapter 3 begins with the serpent that tempts the woman to eat from the Tree of the Knowledge of Good and Evil.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S edit writing to correct errors standard English usage. participate in class discussions.
2. In the conversation with Eve, the serpent calls God Elohim instead of Yahweh Elohim. 3. Yahweh Elohim means Lord God 4. After the humans succumb to the temptation of eating the forbidden fruit, God questions them, but He does not question the serpent.
5. The adjudication for the serpent’s role in the rebellion is in Genesis, Chapter 3, verses 14-19.
Article: What is Protoevangelium? by Mark Slick (https://carm.org/about-theology/what-is-the-protoevangelium/)
Study Questions: Article: Genesis 3:15 The Protoevangelium or “First Gospel”
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Directions: Show whether the statements are (A) CORRECT or (B) INCORRECT.
Internet access/a computer with editing ability Paper/pencil/ pen Procedure: Read the articles. Respond to the study questions. Watch the video. Respond to the study questions. Write a reflection on the assigned topic. Edit writing to correct errors. Post the reflection on the discussion board.
9. According to the writer, the serpent is the only one that receives a curse.
11. To curse someone or something is to invoke harm or injury to come upon one.
14. The passage (Genesis 3:15) is the Protoevangelium, or the first proclamation of the Good News.
Foreshadowing in Genesis 3:15 (The Protoevangelium)
22. The narrator in the beginning of the Book of Genesis refers to God as Elohim.
19. The structure of the punishment for the serpent is in the form of two pronouncements which are independent of each other.
26. The same Book says the God’s wisdom is inside humankind. In Jewish tradition, the devil was jealous of humankind. The Devil’s jealousy of humanity resulted in death. Based on the Book of Wisdom, those whom the Devil owns will experience death.
30. St. Augustine commented on Genesis, Chapter 3 in The Literal Meaning of Genesis that the serpent was wise because of the devil dwelling in it.
6. To “adjudicate” a matter is to make an official decision about who is right in a dispute.
21. According to the article, the serpent demotes or lowers God’s status by calling him Elohim instead of Yahweh Elohim.
29.
.
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10. A curse is the same as a punishment.
18. God’s mitigation for the punishment pronounced on the humans is within Genesis 3:15.
8. Adam is the last punished.
25. In Jewish tradition, the Old Testament Book of Wisdom reads that God made man to be imperishable.
28.
23. The serpent refutes God’s integrity in the conversation with Eve.
13. Genesis 3:15 is prophetic in that it foretells a future event.
15. A proclamation is a public or official announcement, especially one dealing with a matter of foremost importance.
17. The proclamation in Genesis 3:15 has hope for humanity.
12. Another word for a curse in an imprecation
20. The serpent is the only animal that can speak in the narrative.
27.
Study Questions: Article: “What is Protoevangelium”? by Mark Slick Directions:(https://carm.org/about-theology/what-is-the-protoevangelium/)Showwhetherthefollowingstatementsare(A)CORRECT or (B) INCORRECT?
24. The Hebrew scholar, Cassuto, notes that the serpent is a symbol of evil in the tradition of the ancient Hebrews.
16. God refers to the future when He says that there will be one "who will crush the head of the serpent."
7. The serpent is the initiator of the sin of disobedience.
3. To Christians, Genesis 3:15 introduces two elements—the curse on humanity because of Adam’s sin and God’s provision for a Savior to fulfill the consequences of sin.
4. The protoevangelium is the term used to describe the first mention of the gospel in reference to Genesis 3:15.
4. In Christian tradition, Jesus takes upon Himself the curse of human sin.
13. Genesis 3:15 foreshadows hostility between the “seed” of the woman and the “seed” of the serpent.
2. In Christian tradition, Genesis 3:15 is known as the protoevangelium—the first gospel.
11. Eve’s posterity (offspring) includes Jesus.
6. The term “gospel” refers to the episodic narrative of the words and deeds of Jesus.
15. Based on the writer of this article, Jesus, the Messiah, was “bruised” via (by) the crucifixion.
8. The prefix “proto” means first.
2. In Christian tradition, the New Testament (NT) is the second division of the Hebrew Bible.
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Directions: Based on the video, show whether the following statements are (A) CORRECT or (B) INCORRECT.1.The
16. The writer of the article asserts that the serpent (devil) will lose the battle between good and evil.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
3. The New Testament discusses the teachings and person of Jesus.
10. In Genesis 3:15, the phrase, “I will put enmity between you and the woman…,” means that the offspring of Eve and the serpent will become enemies.
1. In Genesis 3:15, God speaks to the serpent when He says, “I will put enmity between you and the woman, and between your offspring and hers; he will crush your head, and you will strike his heel.”
12. In Christian tradition, the serpent symbolizes (represents) Satan.
5. Biblical interpreters use Genesis 3:15 to predict the defeat of evil by the victory of Jesus Christ during the crucifixion episode as recounted in the New Testament gospel narratives.
14. The writer of this article proposes that Jesus was a distant descendant of Eve.
9. “Evangelium” means the evangelistic message of salvation
speaker suggests that Chapter 3 in the Book of Genesis foreshadows Jesus in the New Testament.
7. The gospels culminate in the trial and death of Jesus of Nazareth and concludes with various reports of His post-resurrection appearances.
Study Questions: Video: How Is Jesus Shown in the Book of Genesis? By Josh the-book-of-genesis.html)(ttps://www.christianity.com/jesus/is-jesus-god/old-testament-prophecies/how-is-jesus-shown-in-Moody
-Kofi Annan Biblical
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For Reflection (1): How does the description of the serpent in the Book of Revelation 20:2-3 compared to the depiction in Genesis 3:15? Mention the term “protoevangelium.” (Write 5-8 sentences. Edit writing to correct errors. Post your work on the discussion board. Label the post: A Reflection on Genesis 3:15 as a Protoevangelium.)
"And the great dragon was thrown down that ancient serpent, who is called the Devil and Satan the deceiver of the whole world. -he was thrown down to the earth, and his angels were thrown down with him.”
5. When God says in Genesis 3:15, “I will put enmity between you and the woman, and between your offspring and hers; he will crush your head, and you will strike his heel.” this is known as the protoevangelium—the first gospel.
-Revelation 12:9 For Reflection (2): ExplainDirections:the literal and symbolic meanings of God’s pronouncement of enmity between the serpent and the woman in Genesis 3:15. Discuss the meaning of the term “seed” in the context of this biblical text. (Write 5-8 sentences. Edit writing to correct errors. Post your work on the discussion board. Label the post: A Reflection on Genesis 3:15 as a protoevangelium.)
A Closing Thought: “Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family.”
Foreshadowing in Genesis 3:15 (The Protoevangelium)
Academic Initiatives for
Lesson Objectives: Students will: summarize the main ideas in Genesis, Chapter 4. explain terminology associated with the literary elements of biblical text.
Key Concepts: sacrifices/offerings, human jealousy/anger, sibling rivalry, consequences of behavior, “mark of Cain,” “curse of Cain,” dynamic or static character, personification, sarcasm, synecdoche, motivation, hyperbole
distinguish between the figurative and literal textual expressions. author an effective full-length essay on Genesis, Chapters 4. edit writing to correct errors standard English usage. participate in class discussions. Learning Outcomes: At the end on this lesson, students will be able to: demonstrate a general knowledge of chapters 4 of the Book of Genesis. use terminology associated with the literary elements of biblical text. distinguish between the figurative and literal textual expressions. author an effective full-length essay on Genesis, Chapters 4. edit writing to correct errors standard English usage. participate in class discussions.
Duration: 3-4 hours Materials: Article: “Cain” by Pamela Barmash) Academic Initiatives for Biblical Literacy in Secondary Education 87
LESSON THIRTEEN THE CAIN AND ABEL NARRATIVE
Lesson Overview: The historical Hebrew narrative in Genesis, Chapter 4 records the first murder when Cain kills his brother Abel in a fit of angry jealousy. The hostility erupts when God refuses Cain’s grain sacrifice but accepts his brother’s blood offering. The murder of Abel was evil in God’s eyes and resulted in Cain becoming a vagabond, or homeless wanderer. Showing mercy toward Cain, however, God places a mark on his forehead so that no one can exact vengeance on him. The mark is often alluded to as “the curse of Cain” or “the mark of Cain.” Students will read and analyze the Cain and Abel narrative with a focus on the moral issue of honoring human life.
1. Sibling rivalry is a vital part of the narrative.
4. God’s preference of Abel’s offering over Cain’s is a motif (literary pattern or theme) in the Bible, where the younger child rises above his or her siblings.
3. Cain and Abel become vagabonds (wanderers).
True (A) or False (B)?
The Cain and Abel Narrative (Genesis Chapter Four) (https://www.bibleodyssey.org/people/main-articles/cain) Article: “The Cry of Abel’s Blood” by David Carri. (https://www.bibleodyssey.org/en/people/related-articles/cry-of-abels-blood) Essay: “Cain and Abel in the Bible” by Elie Wiesel (http://home.nwi.net/~clark/library/Cain%20and%20Abel%20in%20the%20Bible.pdf) Internet access/e-mail/computer editing ability Notebook/paper/pen Procedure: Read Genesis, Chapter 4 from any Bible translation. Study the review chart of Genesis, Chapter 4 and respond to the study questions. Genesis, Chapter 4 Title Narrativeof Literary Themes Plot Summary Study Questions 4:1-16Abel”Murders“CainGen. toSacrifices/OfferingsGod Human Jealousy Sibling Rivalry Hatred Anger Rebellion Consequences of Behavior Death God’s Sovereignty God’s Mercy God’s Interaction with His Creation God’s Judgment
5. If the eldest siblings were supposed to protect the
Cain and Abel are the children of Adam and Eve. Both bring offerings to God, but God does not favor the sacrifice of Cain. As a result, Cain becomes so jealous of his younger brother Abel that he kills him. God punishes Cain by making him a vagabond and a fugitive. He spares his life, however, and places a mark on him as a sign that no one can harm him.
2. In Shakespeare’s, Hamlet, Act 3, Scene 3), Hamlet’s uncle Claudius murders his own brother to become king. He confesses, "Oh, my offence is rank. It smells to heaven. It hath the primal eldest curse upon't, A brother's murder." The “primal eldest curse” is an allusion to the biblical curse of Adam and Eve’s Cain, who slew his brother Abel.
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6. Abel’s blood calling out to God and implicating his brother as the murderer is an example of personification.
in
8. God sentences Cain to wander over the earth where there is no law or morality.
9. When Cain fears for his life, God compassionshowsbygiving him a mark on his forehead so that no one will kill him.
Directions: Based on the article, write down whether the following statements are (A) CORRECT or (B) INCORRECT?
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1. In the fourth chapter of Genesis, the first son of Adam and Eve kills his only sibling, Abel.
2. The placement of the misdeed early in the narrative depicts the horrendous nature of the act.
5. Jealousy motivates Cain to become angry when God prefers Abel’s sacrifice over his.
Study Questions (Article: “Cain” by Pamela Barmash) (https://www.bibleodyssey.org/people/main-articles/cain)
3. The narrative explores Cain’s inner life and the nature of the human impulse to sin.’
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S younger brothers and sisters, Cain's response to God's question is not only sarcastic but ironic when he retorts, "Am I my brother's keeper?" (Gen. 4:8).
7. " The ground" opening its mouth to receive Abel’s blood is an example of personification. (Gen 4:11)
6. Abel is more gregarious than Cain. Biblical Literacy Secondary
10. Cain's lawlessness costs him his family, his livelihood, and his property.
4. The biblical text is not explicit in revealing why Cain murders Abel.
Academic Initiatives for
16. Cain dismisses God’s warning and kills his brother in a field.
23. Cain is a dynamic character.
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13. Based on the article, God is responding to Cain’s change in physical appearance and altered personality in the question: “Why are you angry, and why has your countenance fallen?”
14. “Sin is lurking at the door; its desire is for you, but you must master it” (Gen 4:6-7) is a poetic expression that personifies sin.
12. God states that Cain’s jealousy needs not spiral downward into murder.
9. God responds to Cain’s dismay by warning him about his anger.
6. Ironically, the blood of Abel exerts power over Cain after his death in that it prevents Cain from ever settling again to farm the ground.
10. God tells Cain that he cannot overcome the impulse to sin.
2. The expression “cursed from the ground” means that the earth will become an enemy to him.
4. The writer suggests that the curse on Cain will arise from the part of the earth previously won and subdued by man.
21. Cain is defiant and sarcastic when he asks God, “Am I my brother’s keeper?” (Genesis 4:9).
18. The fact that Cain asks his brother to go with him to the field reveals his cunning nature.
24. Abel is a static character.
8. In telling the story, the writer of the biblical text moves directly from Cain’s disappointment to Abel’s murder.
11. God says that Cain can withstand the proclivity to sin.
20. Cain lies to God to avoid punishment for his actions.
Article: “The Cry of Abel’s Blood” by David Carr (https://www.bibleodyssey.org/en/people/related-articles/cry-of-abels-blood) Based on the article, are the following statements (A) CORRECT or (B) INCORRECT?
3. David Carr proposes that Cain is the first human being on whom God inflicts a curse.
Extended Learning Study Questions
17. In biblical times, the field was a dangerous place because of the unlikelihood of discovering and punishing the murderers.
The Cain and Abel Narrative (Genesis Chapter Four)
1. According to the writer, Cain is “cursed from the ground.”
5. The soil will resist Cain as an enemy by refusing “to yield unto him her strength.”
7. Cain and Abel have different temperaments.
25. Anger and jealousy motivate Cain’s murderous behavior.
19. Cain’s emotional and psychological complexities surface when he responds to God’s question, “Where is thy brother?” (Genesis 4:9).
15. The expression means that Cain’s character has not become so fallen that killing his brother is inevitable.
22. This article focuses on a character’s motivation for his decisions and actions.
12. The word for cry (Hebrew tsa’aq) is used for human expressions of the most desperate and extreme need.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
14. The writer asserts that Cain is “cursed from the ground” which has “opened its mouth” to receive his murdered brother’s blood (Gen 4:11).
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17. A precursor is a person or thing that comes before another, or a forerunner.
7. The literal interpretation of Genesis 4:10-16 is: “Your brother’s bloods are crying out.”
15. In this Genesis narrative, the first human death is a foreshadowing of the widening violence in the future of humanity.
16. Jewish and Christian interpreters across the centuries have seen the Cain and Abel narrative as a precursor to future murders of innocent people.
19. According to the article, bloods in Gen 4:10-11 and the present tense of the verb, is crying out, in Gen 4:10 point to the blood of later generations crying out to God in a desperate plea for a reckoning.
For Reflection (1): In five-eight (5-8) sentences, discuss what Genesis, Chapter 4 reveals about the value of human life, and how God feels about murder? Edit your writing to correct errors. Post your reflection on the discussion board. Label the post: A Reflection on “The Cry of Abel’s Blood.”
8. The expression stands for violently shed blood that demands payment or restitution.
18. In the biblical narrative, Abel is a precursor to Cain.
20. A reckoning is a settlement of an account or a payment for something.
For Reflection (2): A static character does not change or develop throughout a narrative. Their personalities, beliefs, and worldview remain the same. They do not expand or adapt to external situations. On the other hand, a dynamic character changes or grows over the course of a story. An event might alter his or her personality, attitude, or overall view of life. Sometimes, the character may have a personal revelation that changes his or her whole perspective. Write a reflection (5-8 sentences) on the characterization of Cain in Genesis, Chapter 4. Overall, is he a static or dynamic character? Explain your response. Give Scripture references to support your position. You may also use other reliable online resources to make your points. Document your sources. Edit your writing to correct errors. Post your reflection to the discussion board. Label the post: The Biblical Characterization of Cain. For Reflection (3): How did the biblical Cain become a precursor or forerunner to other literary, historical, as well as contemporary figures in our world? Give examples. (Write 5-8 sentences.) You may use
10. Both expressions are literal and understood as historical facts.
13. A paraphrased statement of Genesis 4:10 is: “The rivers of your brother’s blood desperately cry to me from the ground for revenge.”
9. The expression, “your brother’s bloods’ and “rivers of blood” are both hyperbolic.
11. A hyperbole is an extreme exaggeration for the sake of emphasis.
The Cain and Abel Narrative (Genesis Chapter Four) reliable online resources to make your points. Document your sources. Edit your writing to correct errors. Post your reflection to the discussion board. Label the post: Cain as a Precursor to Murderers. For Reflection (4): Read the Essay: “Cain and Abel in the Bible” by Elie Wiesel (http://home.nwi.net/~clark/library/Cain%20and%20Abel%20in%20the%20Bible.pdf) Explain Wiesel’s statement in your own three-five paragraph essay: “He who kills, kills his brother.” Include an introduction, body, and conclusion. Use the MLA or APA styles for formatting the essay. Use the computer’s editing capability to correct errors in writing. Submit your work to the instructor by email or the discussion board. A Closing Thought: "The Bible is still loved by millions, read by millions, and studied by millions." - Bernard Ram Academic Initiatives for Biblical Literacy in Secondary Education 92
summarize the main ideas in the biblical text (Genesis, Chapters 6-9).
analyze how an author's choices concerning how to structure a text, order events within it.
analyze multiple interpretations of a story.
Key Concepts: deluge, patriarchs, moral state, judgment, repentance, redemption, covenants, anthropomorphism, literal versus figurative language, ark, cubit, grace, deluge, metonymy, synecdoche, idiom, symbolic, personifies, altar, antithesis, sacrifices, chiasm, reverse order, prologue, epilogue, genealogical account, chronological account, ring structure, literary design, epic, monotheism, polytheism, Mesopotamia
Lesson Overview: The Genesis Flood narrative is among the best-known historical narratives in the Hebrew Scriptures. There are almost two hundred different accounts around the world of a great flood. This narrative is an account of the continual worsening of evil among humans resulting in the withdrawal of God's Spirit from them (Genesis 6:3). God makes an exception for the “blameless” Noah (Genesis 6:5-8) and his family. God instructs Noah to build an ark (Genesis 6:13-17) and a universal deluge destroys all the people on earth except Noah and his family. After the deluge, God establishes a covenant with Noah that impacts the future of all humanity (Genesis 6:1822). Students will examine the historical and literary aspects of the Flood narrative.
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recognize and define literary terms common in writing.
find the meaning of words and phrases as used in the text, including figurative and connotative meanings.
find a theme or central idea of a text and analyze in detail its development over the course of the text.
LESSON FOURTEEN THE GREAT FLOOD (A BIBLICAL HISTORICAL NARRATIVE)
Lesson Objectives: Students will: cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Expected Student Learning Outcomes: By the end of this lesson, students will be able to: use online Bible study tools to access, read, interpret, and explain information.
The Great Flood, A Biblical Historical Narrative (Genesis, Chapter Six-Nine) use information in biblical commentaries to support analysis, reflection, and research. make inferences and draw conclusions based on explicit and implied information using evidence from the text as support. state the writer’s intended purpose for writing the text. synthesize information from various sources. draw conclusions and make inferences from primary and secondary sources. discuss the literary aspects of Creation narratives in Genesis, Chapters 6-9. share information about assigned biblical passages logically and accurately. edit writing for correct spelling, punctuation, grammar, sentence structure. Duration: 3-4 hours Materials: A computer with editing capability Internet access Paper, pen, pencil Video: Noah by the Bible )%E2%80%9919%7E&guccounter=1#id=51&vid=0c1805e441c63b502e68fd5a8aadf602&action=click+noah&type=fm_appfocus1_cr-win-%7E2021-%7EB85D33B8065844214F83D8BF914F5AEC%7EWin10&p=bible+project-ccc4-lp0-dsf_forms-cp_12887637018-tst1--bb9%7EChrome%7Ebzible+Project-+Noah44ca-9b60-4d4f19b54a71¶m3=forms_%7EUS%7Eappfocus1%7E¶m4=d-8&hsimp=yhs-pty_forms&hspart=pty¶m1=20210503¶m2=9766caf4-c28a-https://video.search.yahoo.com/yhs/search?fr=yhs-pty-pty_forms&ei=UTF-Project Video: Noah and the Flood by the Bible Project to respond to the study questions 21-25.
19%7E#id=51&vid=0c1805e441c63b502e68fd5a8aadf602&action=click+noah&type=fm_appfocus1_cr-win-%7E2021-%7EB85D33B8065844214F83D8BF914F5AEC%7EWin10&p=bible+project-ccc4-lp0-dsf_forms-cp_12887637018-tst1--bb9%7EChrome%7Ebzible+Project-+Noah44ca-9b60-4d4f19b54a71¶m3=forms_%7EUS%7Eappfocus1%7E¶m4=d-8&hsimp=yhs-pty_forms&hspart=pty¶m1=20210503¶m2=9766caf4-c28a-(https://video.search.yahoo.com/yhs/search?fr=yhs-pty-pty_forms&ei=UTF-)’
Procedure: Read/Review Genesis, Chapters 6-9 from any Bible translation. Study the review chart of Genesis, Chapters 6-9 and respond to the study questions. Watch the video: Noah by the Bible Project and respond to the study %7EB85D33B8065844214F83D8BF914F5AEC%7EWin10&p=bible+project-cp_12887637018-tst1--bb9%7EChrome%7Ebzible+Project-+Noah4d4f19b54a71¶m3=forms_%7EUS%7Eappfocus1%7E¶m4=d-ccc4-lp0-dsf_forms-pty_forms&hspart=pty¶m1=20210503¶m2=9766caf4-c28a-44ca-9b60-https://video.search.yahoo.com/yhs/search?fr=yhs-pty-pty_forms&ei=UTF-8&hsimp=yhs-questions. Academic Initiatives for Biblical Literacy in Secondary Education 94
3. Throughout the narrative, Noah is amoral and completely unregenerate.
4. The Hebrew Bible depicts Noah as a moral, Godfearing man.
7. By character, reputation, and practice, Noah is blameless, or perfect.
11. A genealogy is the study of a family history and the Biblical
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S %E2%80%9919%7E&guccounter=1#id=51&vid=0c1805e441c63b502e68fd5a8aadf602&action=click)+noah&type=fm_appfocus1_cr-win-%7E2021 Note key points/vocabulary terms to study for future discussions and assessments. Genesis, Chapters 6-9 Title of Narrativethe Literary Themes Plot Summary Study Questions Gen.Flood”Great“The6-9 God’s Mercy Man’s Obedience DisobedienceMan’s SovereigntyGod’s Man’s Rebellion God’s Judgment Covenants Consequences for behavior Redemption Genesis records the account of “The Great Flood” as God’s means of purging the earth of evil. Noah, identified as “righteous,” receives instructions from God to build an ark as a means of saving humanity and various kinds of creatures from destruction.impendingNoah obeys God, and he and his family survive the deluge. God sets up a covenant with Noah in the form of a rainbow. He promises that never again will a flood destroy the earth. Noah’s blessing of Shem and Japheth entails their brother Canaan becoming their servant (9:25-26).
2. Noah’s conduct contrasts with the sinful nature of humanity in general.
10. Gen. 6:9-22 records the genealogy of Noah.
1. In contrast to members of his generation, Noah is both “righteous” “blameless.”and
5. From the beginning to the end, Noah is sinless, perfect man.
6. The pertains“blameless”expression,inHebrewtosomeonewho is exceptionally obedient to God.
8. Noah, like Enoch in Genesis 5, literally “walked with God” (physically).
9. The expression “walked with God” means that one has a close relationship with God.
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True (A) or False (B)?
13. In the narrative, God chooses to declare to Noah His plan to end all landdwelling life.
17. In Genesis 7:2-3, God supplements His original instruction by telling Noah to take more of the clean animals into the ark.
The Great Flood, A Biblical Historical Narrative (Genesis, Chapter Six-Nine) tracing of its lineages.
20. In Christian tradition, the story of Noah is a foreshadow of the ministry of Jesus and the redemption of sinful humans.
14. God plans to save Noah and his family from the global flood, along with every living animal.
12. This historical Hebrew narrative records the violence and sinfulness of early humans.
19. Genesis 6-8 is one of the greatest stories of redemption in the Old Testament.
15. Noah obeys God's command to build an ark (an enormous boat) that will preserve humanity from destruction during the flood.
16. In Genesis, 6:19, God tells Noah to take a pair of every animal, male and female, into the Ark.
18. In the narrative, rain falls onto the earth for forty days and forty nights.
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20.
1. This narrative opens with an account of the wickedness that increases among the humans as they begin to multiply in population.
2. God’s dismay results from the people’s evildoings.
4. As a result, God decides to destroy humankind.
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3. Based on the narrative, humans are relentless in their immoral behavior.
23.
25.
14. God gives Noah specific instructions for building the ark The unrestrained, careless nature of humans grieves God. A “cubit” is an ancient measure of length, equal to the length of a forearm.
22.
13. When God tells Noah that “the end of all flesh has come, for the earth is filled with violence through them,” this means that humans have become brutal, and God will destroy them.
7. “Grace” is divine help given to humans for their restoration. The term “grace” implies that one has earned the right or entitlement to God’s favor.
18.
8.
10. The statement, “Noah is a just man who is perfect among his generations,” implies that Noah is completely sinless. The expression “Noah walked with God” means that Noah followed godly principles. The statement, “Noah begat three sons Shem, Ham, and Japheth,” means that Noah fathered three boys.
12.
5. The expression “it repented me” shows God’s displeasure.
. 15.
Directions: Respond to the study questions based on the video: Noah by the Bible Project.
11.
19.
6. The expression “Noah found grace” implies that only one man among millions obtained approval from God.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
9. The phrase “eyes of the Lord” is an anthropomorphic expression in that it attributes humanlike qualities to God.
. 24.
17. God instructs Noah to build a three-story boat. God’s judgment affects every living thing during Noah’s time. God makes a covenant with Noah before the flood begins. By God’s grace, Noah and his family escape the devastation.
Are the following questions (A) CORRECT or (B) INCORRECT?
16.
Extended Learning Study Questions/Activities (1)
26.
28. “The fountains of the deep” is a literary expression that can refer to the earth’s volcanic activity. “The windows of heaven” is a poetic expression that refers to the torrent (surging water) standing for God’s judgment.
27. God causes a wind to pass over the earth to make the waters subside.
21. God instructs Noah to take only two of every clean and unclean animal inside the ark. Rain, a familiar occurrence of nature during Noah’s times, falls forty days and nights. Only eight humans survive the deluge As used in this narrative, the term “flesh” is an example of the literary technique metonymy or synecdoche “Flesh” is the human body. At the end of the narrative, God remembers Noah and every living thing inside the ark.
29.
32. Historians believe that the ark settles on top of Mount Ararat, a place in Turkey.
34. At the end of forty days, Noah opens the window of the ark and sends forth a raven to fly in search of dry land.
39.
47.
50.
Extended Learning Study Questions (2) Directions (Assignment Two): Academic Initiatives for Biblical Literacy in Secondary Education 98
55.
36.
33. Based on the unfolding of the narrative, the flood waters decrease within a brief time.
45.
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48.
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31. At the end of the narrative, after one hundred and fifty days, the waters abate and become still.
40. In Genesis 8:9, the statement, “But the dove found no place to rest her foot, and she returned to him in the ark, because the waters were still covering the surface of all the earth,” the writer personifies the bird. Noah’s gentle nature surfaces when he pulls the dove back inside the ark and waits another seven days before he sends her out again. After Noah releases the dove into the world again, the bird returns with an olive leaf. The dove and the olive branch are symbolic of peace. After the flood, God commands the living creatures to multiply. Noah honors God by building an altar and by offering a sacrifice of clean animals and birds. God accepts Noah’s offerings and promises never to curse the ground again because of the sins of humans. God declares that the human imagination is continually evil. God promises never to destroy other living creatures because of the wickedness of humankind. God sets a rainbow in the sky to serve as a sign of the covenant that He will never again destroy all life with flood waters. The narrative portrays Noah both as a "tiller of the soil" and as a drinker of wine. The first thing Noah does when he enters the new earth is to build an altar for the LORD and to proffer (offer) Him sacrifices In doing so, he acknowledges that God has every right to the new earth. In biblical times, making a sacrifice was an act of slaughtering an animal or surrendering a possession as an offering to God. In ancient cultures, humans offered sacrifices to divine or supernatural figures. During biblical times, sacrifices usually required altars
41.
30. According to the Flood story, God restrains the rain from the heavens, and the waters roll away from the earth continually.
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35. Based on the narrative details, a raven is a “clean” bird. Noah also sends forth a dove to search for dry land. A dove is the antithesis of the raven. The expression, “the face of the ground,” is an idiom that means everywhere in the world. The expression “no rest for the sole of her foot” means that the dove cannot find a dry place to land.
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The Great Flood, A Biblical Historical Narrative (Genesis, Chapter Six-Nine)
51.
49.
. 52.
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Respond
8. The prologue introduces the sinful and wicked state of humankind before the Flood and shows that the immoral state of humans is the cause of God’s judgment (Gen 6:1-8).
18. The Bible does not tell Noah’s age when God first speaks to him about building an ark.
16. The Hebrew verb for "saw" in Gen 9:22 shows that Ham looked upon his father with more than a harmless glance.
13. In Genesis 7, the Flood rises and lasts for forty days and forty nights.
5.
2. A chiasm is a literary device in which the writer presents a sequence of ideas and then, repeats the ideas in reverse order
11. God's second decree to Noah in Genesis 6: 21-22 concerns the preservation of animal life.
15. At the end of the story, Noah becomes intoxicated, and God curses his son, Ham, because he disrespects his father’s nakedness (Gen 9:20-27).
) Use
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17. Archeologists have found that Canaan, descendants of Ham, were well known for their deviant sexual practices.
4. In using a chiasm, the writer connects an idea to its “reflection” by a repeated word, often in a related form. The term chiasm comes from the Greek letter chi, which looks like the letter X. Another term for a chiastic pattern is the “ring structure.”
6.
Read
7. The Flood narrative has a prologue and an epilogue.
3. A chiasm has a “mirror” effect as the writer reflects ideas in a passage.
21. The Flood narrative is a chronological account of a global deluge.
Study Questions: Directions: Based on the document, “Literary Analysis of the Flood,” show whether the statements below are (A) CORRECT or (B) INCORRECT. (Items 1-40)
20. God’s second divine address to Noah (Gen 7:1- 10) occurs years after the first divine address.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S the document: “Literary Analysis of the Flood.” (http://helpmewithbiblestudy.org/5system_moses/print/dh11LiteraryAnalysisOfTheFlood.pdf online dictionaries and other resources to define unfamiliar terms. to the study questions that follow. Write the answers in your notebook. Note key points to study for future discussions and assessments. Post clarification questions on the discussion board.
14. The epilogue concludes the Flood narrative with a comment about the state of humanity’s moral character.
9. A second genealogical account mentions Noah’s sons, Shem, Ham, and Japheth (Gen 6:9-10).
12. Genesis 7:11-16, a part of the prologue, shows Noah and his family entering the ark.
19. By Noah’s 600th birthday, the ark is ready to board.
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10. In Genesis 6:11-20, God decrees that He will destroy human life.
1. The literary structure of the Flood Narrative is a detailed and organized chiasm.
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22. In the first divine decree (Gen 6:19-22), God informs Noah of the impending Flood and instructs him to admit pairs of animals so that they will not drown. In the second divine address, God gives Noah specific details about boarding the animals and birds: clean animals by seven pairs, birds by seven pairs, and unclean animals by one pair (Gen 7:2-3). Within the entire Flood narrative, there are only two places that tell the day, month, and year of an event. The chronological dates in the narrative have a literary design In the biblical narrative, the writer gives the complete date when Noah enters the Ark. The writer gives the month and day when God remembers Noah (Gen 8:4). The Bible records the complete date when Noah leaves the ark (Gen 8:13). The biblical account of the Flood connects to other ancient Mesopotamian flood accounts. Two of the earliest writings about a global Flood are the Atra-hasis Epic (1646-1626 BC) and the Gilgamesh Epic (650-700 BC). An earlier Sumerian version (2000 BC) of the Great Flood exists, but only one-third of the fragments are in possession. The biblical account of the Flood is like the other ancient accounts. The biblical account of the Great Flood and other ancient accounts differ significantly in the portrayal of God. In the biblical account, God is a monotheistic Creator. Based on the Hebrew Bible, one can conclude that God is omniscient and omnipotent Other accounts of the Flood feature polytheism In the Hebrew Flood narrative, God has a supreme concern for humanity. God has compassion on all living creatures in the Hebrew Flood account, In the Hebrew Flood narrative, God lives and judges by an impeccable moral standard. In ancient Sumerian flood accounts, the gods break their own vows. Which of the words best describe Noah according to the lines extracted from the Bible commentaries? Noah was a just man and perfect in his generations. — “Just” is righteous, one whose actions were sufficiently upright to exempt him from the punishment inflicted upon the rest of humanity. “Perfect” means sound, healthy, and conveys no idea of sinlessness. It answers to the Latin integer, whence our word integrity, and not to perfectus…. (Elliott’s Commentary for English Readers, Genesis 6:8) a. wicked/sinful b. virtuous/upright c. guilty/amiss d. reprehensible/dishonorable e. none of the above Which of the words best describe God according to the lines below?
42.
25.
. 26.
The Great Flood, A Biblical Historical Narrative (Genesis, Chapter Six-Nine)
31.
32.
Academic Initiatives for Biblical Literacy in Secondary Education 100
. 36.
34.
30.
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23.
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27.
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33.
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Reading Comprehension/Biblical Characterization 41.
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44. Which of the words best describe Noah in Genesis 6:8-9 (KJV) according to the lines below?
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S But Noah found grace in the eyes of the Lord. This man and his family were the only exception to the general apostasy; God always reserves some, in the worst of times, for himself; there is a remnant, according to the election of grace; it was but a small one, and that now appeared; and this was owing to the grace of God, and His choice upon that, and not to the merits of the creature. This grace, which Noah found and shared in, was the favour and good will of God… (Gill's Exposition of the Entire Bible, Genesis, Chapter 6) a. unceremonious/unchanging b. undemanding/wanting c. unpatriotic/unpredictable d. benevolent/kind e. none of the above
7 And Jehovah saith, `I wipe away man whom I have prepared from off the face of the ground, from man unto beast, unto creeping thing, and unto fowl of the heavens, for I have repented that I have made them.' a. downhearted/disheartened b. unsympathetic/callous c. wroth/irascible d. loquacious/garrulous e. none of the above
6 and Jehovah repenteth that He hath made man in the earth, and He grieveth Himself -- unto His heart.
9 These [are] births of Noah: Noah [is] a righteous man; perfect he hath been among his generations; with God hath Noah walked habitually. a. iniquitous/corrupt b. fallen/irreverent c. nefarious/ungodly d. principled/decent e. none of the above Extended Learning Study Questions: Video: Noah’s Ark Discovered Documentary! Evidence for Its Location, Genesis Flood! Proof Bible Is True! (https://www.youtube.com/watch?v=9f4uF4Va9gI)
43. Which of the words best describe God in Genesis 6:5-7 (KJV) according to the lines below?
5 And Jehovah seeth that abundant [is] the wickedness of man in the earth, and every imagination of the thoughts of his heart only evil all day.
Academic Initiatives for Biblical Literacy in Secondary Education 101
8 And Noah found grace in the eyes of Jehovah.
5.
7. What happened in 1960 after an expedition group discovered a boat-shaped formation in the area?
For Reflection: Write a reflection (essay) on the biblical character Noah in Genesis, Chapters 6-9 (three-five paragraphs). Use vocabulary terms from this lesson to elaborate on Noah’s dominant character traits. Give at least one example to support your reflection. Include an introduction, supporting details, and a conclusion to your essay. Follow writing guidelines at: Learn to Write a First Class Essay (https://www.researchprospect.com/essay-writing-guidelines/). Edit writing to correct errors in grammar, spelling, punctuation, sentence structure, and clarity. Post the reflection on the discussion board. Label the post: A Reflection on the Biblical Character Noah (Genesis, Chapters 6-9). A Closing Thought: “The more this BIBLE enters into our national life, the grander and purer and better will that life become."
Academic Initiatives Biblical Literacy Secondary Education 102
for
in
1. What is the difference between a historical narrative and a myth? What is the meaning of geology? Where is the Durupınar site found? How does this site relate to the biblical account of the Great Flood? Why is Mount Ararat significant to the Flood story? What is known as “The Wall of Heaven”?
3.
-David Josiah Brewer
15. How would you defend or refute the main points in the presentation?
Directions: Respond to the following questions based on the video presentation.
4.
12.
2.
11.
13. How has the Turkish government embraced the historic qualities of the biblical Flood story? What is your overall response to the video?
8. What is the evidence of historical veneration for this site?
9. How did discoveries and research in the late seventies and eighties give credibility to the Flood narrative? How did Ron Wyatt contribute to the authentication of the Flood story? How do the discoveries and research of the Flood align with the Bible’s account of the deluge? What are recent discoveries or research that support the biblical account of the Flood?
14.
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The Great Flood, A Biblical Historical Narrative (Genesis, Chapter Six-Nine)
find a theme or central idea of a text and analyze in detail its development over the course of the text.
analyze how an author's choices concerning how to structure a text, order events within it.
LESSON FIFTEEN THE TOWER OF BABEL NARRATIVE (GENESIS, CHAPTER ELEVEN)
use information in biblical commentaries to support analysis, reflection, and research.
summarize the main ideas in the biblical text (Genesis, Chapter 11).
Key Concepts: overarching storyline, origin narrative, hubris, themes
recognize and define literary terms common in writing.
analyze multiple interpretations of a story.
Expected Learning Outcomes: By the end of this lesson, students will be able to: use online Bible study tools to access, read, interpret, and explain information.
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recognize and define literary terms common in writing.
Lesson Objectives: Students will: cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
make inferences and draw conclusions based on explicit and implied information by using evidence from the text.
Lesson Overview: The Tower of Babel historical narrative in Genesis, Chapter 11 is an origin narrative meant to explain why people of the world speak different languages. This biblical account of the building of the Tower of Babel and God’s scattering of the people continues the overarching storyline about the relationship between God and humans. Students will examine the narrative from a literary and historical perspective.
analyze the representation of a subject or a key scene in two different artistic mediums.
find the meaning of words and phrases as used in the text, including figurative and connotative meanings.
The Tower of Babel, A Historical Biblical Narrative (Genesis, Chapter Eleven)
state the writer’s intended purpose for writing the text. synthesize information from various sources. draw conclusions and make inferences from primary and secondary sources. discuss the literary aspects of Creation narratives in Genesis, Chapters 6-9. share information about assigned biblical passages logically and accurately. edit writing for correct spelling, punctuation, grammar, sentence structure.
Add details to the chart below as you read the narrative.
Duration: 3-4 hours Materials: Podcast: “What’s So Bad About Babel” by the Bible Project (https://bibleproject.com/podcast/whats-so-bad-about-babel/)
Video: The Tower of Babel: Biblical Archaeology (https://www.youtube.com/watch?v=ZNc-hyIRrCs)
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A computer with editing capability Internet access Notebook/paper/pen Procedure: Read Genesis, Chapter 11. (Compare various translations.)
Listen to the podcast: “What’s So Bad About Babel” by the Bible Project (https://bibleproject.com/podcast/whats-so-bad-about-babel/) Respond to the study questions. Edit your writing to correct errors.
Post the reflection on the discussion board.
Post the reflection on the discussion board.
Label the reflection: A Reflection on the Tower of Babel (2).
Label the reflection: A Reflection on Babel (1) Watch the video: The Tower of Babel: Biblical Archaeology (https://www.youtube.com/watch?v=ZNc-hyIRrCs . Answer the study question(s). Respond to the reflection question(s).
1. According to Genesis 10:910, Shinar is one of the citiesBabylonianfoundedby King Nimrod.
3. The Tower was a type of stepped pyramid called a ziggurat that was common throughout ancient Babylonia.
2. Historians believe that the location of the Tower of Babel was in EuphrateseasternMesopotamiaancientonthebankoftheRiver.
4. The Tower of Babel (2242 BC) was a post-Flood rebellion against God by Noah’s descendants.
5. From their own egotism, pride, and rebellion, the people in the story plan to build a great tower.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Genesis, Chapter 11 Title of Narrativethe Literary Themes Summary Study Questions Tower"The of 11:1-9)(Gen.Babel" Strength in Unity Origin of LanguagesDifferent The Sovereignty of God PrideAmbition/HumanVaunting BoundariesCrossing InterventionDivine
7. When God sees the intentions of people and the purpose of their efforts, His judgment humankindagainstcomes forth.
8. At the center of the story is humanity’s transition from speaking one language and living in one place to speaking different
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This narrativePentateuchbeginswith the whole earth having one language. As men migrate from the East, they find a plain in the land of Shinar and settle there. They say to one another, “Come, let us make bricks, and burn them thoroughly.” They use brick for stone, and bitumen for mortar. Then they say, “Come, let us build ourselves a city, and a tower with its top in the heavens, and let us make a name for ourselves, lest we be scattered abroad upon the face of the whole earth.” Then, God comes down to see the city and the tower which the sons of men have decided to build. So, God scatters them abroad from over the face of all the earth, and they cease from building the city. The name of the place became known as Babel because God confused the language of all the earth. (Genesis 11:1-9). This story explains the origin of different languages. True (A) or False (B)?
6. The tower is offensive to God because it is a monument to the people themselves for their own achievements rather than to honor God.
7. In this narrative, since humans are created in the image of God, they adhere to what is good instead of evil.
13. The narrative relates a misguided attempt at human unity that fails without God’s permission.
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2. In this story, humans stay scattered and unproductive.
12. The Babel narrative accounts for separate languages that originated in Babylon.
17. A homogenized group is uniform in structure and purpose. Biblical Literacy
9. The narrative supports the premise that all humans bear the image of God, even when they speak in different languages.
The Tower of Babel, A Historical Biblical Narrative (Genesis, Chapter Eleven) languages and living across the world.
6. The Babel narrative shows that when humanity seeks unity apart from God, the result is usually wickedness.
5. The story depicts humans as becoming unimaginative and nonproductive in their rebellion against God’s boundaries.
4. Based on the Tower of Babel story, humans can become dangerous when using a single unifying principle.
14. Babylon stands for humanity’s attempt to deify its own cultural heritage and homogenize humanity.
11. Shinar is another name for Babylonia.
15. To deify something is to make a god of it.
9. In the narrative, the words of God suggest that people pose a threat to the order in the divine realm.
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16. The people’s attempt to deify their own culture in the “Tower of Babel” story means that they worshipped their knowledge, beliefs, and constructions.
8. Based on the story, when humans create their own definition of good and evil, they become a source of conflicts in their relations with God and with one another.
Directions: Write down whether the following statements are (A) CORRECT or (B) INCORRECT.1.IntheTower of Babel narrative, humans unify in their efforts to build a tower.
10. According to the narrators of this podcast, Nimrod, the son of Cush is the father of the city of Babel.
3. The Babel idea to exercise human autonomy without God’s consent is a duplicate of the Eden narrative in Genesis, Chapter 3.
10. A recurring literary theme in the narrative centers on God requiring humans to respect boundaries.
Study Questions (Podcast: “What’s So Bad About Babel” by the Bible Project)
26. The Tower of Babel narrative centers on the consequences of mankind’s excessive pride.
10. The writings of ancient Mesopotamia describe a temple with its “head in the heavens.”
4. Only priests and other highly revered individuals could enter the ziggurats.
21. The narrative of the Tower of Babel is an etiology or explanation of why the world's people speak different languages.
1. A ziggurat is a massive structure built in ancient Mesopotamia
23. The story of the Tower of Babel explains the origins of the multiplicity of cultures.
24. One of the dominant themes in the story is about the tension between God and humanity when humans decide for themselves what is good and bad.
3. The Sumerians believed that the gods lived in the temple at the top of the ziggurats.
22. Etiologies are narratives that explain the origin of a custom, ritual, geographical feature, name, or other phenomenon.
8. The ancient Hebrew Scriptures were correct in relaying how the Mesopotamians built large structures.
9. The eleventh chapter of Genesis records the tower as having its tops “in the heavens.”
For Reflection: The 1st-century Jewish writer Flavius Josephus explained the construction of the Tower of Babel as a hubristic act against God that was ordered by the arrogant tyrant Nimrod. In
7. The Canaanites used fired bricks to structure their buildings.
29. Various Bible scholars believe the tower of Babel episode marks the point in history when God divided the earth into separate continents.
Extended Learning Study Questions (The Tower of Babel: Biblical Archaeology) (https://www.youtube.com/watch?v=ZNc-hyIRrCs)
5. Bible scholars believe that the Tower of Babel was a ziggurat.
6. In ancient Mesopotamia, fired brick technology existed around the end of the fifth millennium BC.
25. The theme about man’s independence of God appears in the story of Adam and Eve in the Garden of Eden.
2. A ziggurat has a terraced compound of successively receding stories or levels.
18. The phrase "Tower of Babel" appears in the Genesis 11 narrative in biblical text.
19. The city Babel received its name from the Hebrew verb that means “to jumble” or “to confuse.”
28. The Tower of Babel story shows how overconfidence can drive people to overstep limits in a way that leads. to their downfall.
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20. The event involves the building of a city with a tower made of baked brick.
30. The Tower of Babel is a metaphor for any project that aggrandizes its builders while doing so also suggests an inevitable fall.
27. In this narrative, humans make poor judgment when given autonomy.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
The Tower of Babel, A Historical Biblical Narrative (Genesis, Chapter literature, a hubristic act is one in which a powerful figure shows conceit or excessive pride and self-confidence. The character usually treats others with insolence and contempt. The individual derives pleasure from using his power to treat others dishonorably. How does the Tower of Babel narrative connect to the definition of “hubris”? Mention the consequences of excessive pride. (5-8 A Reflection on Hubris Babel Robert Fulghum
Eleven)
sentences). Edit your writing to correct errors. Post your reflection of the discussion board. Label the post:
Find credible sources to support your response
in the Tower of
Narrative. A Closing Thought: “Ignorance and power and pride are a deadly mixture, you know.” ―
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Key Concepts: themes, motifs, a universal idea, repetition, internal/external conflict, a moral, open-ended exploration, dialogue, rabbinical tradition, avenge redemption, “kinsman” redemption, monetary redemption, spiritual redemption Learning Objectives: Find a theme or central idea of a text and analyze in detail its development over the course of the text.
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to understand more fully when reading or listening.
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LESSON SIXTEEN COMMON THEMES AND PATTERNS
Lesson Overview: Literature, including biblical literature, share common themes (motifs). A motif is a recurring image or detail that highlights the central ideas in a story through repetition. A literary theme is a universal idea, lesson, or message explored throughout a work. Writers convey themes by using characters, setting, dialogue, plot, or a combination of these elements. In simple narratives, the theme may be a moral or message. In more complex stories, the central theme is usually a more open-ended exploration of a fundamental aspect of society or humanity. This lesson explores the biblical themes of Good versus Evil, The Power of Love, Loss/Redemption, Courage and Perseverance, and Choices and Consequences through the actions, thoughts, and speech of different biblical figures.
connect biblical literary themes to Western literature.
Duration: 3-4 hours
find the theme or main idea in biblical text. find text evidence that supports theme.
IN THE BOOK OF GENESIS
Expected Outcomes: After this lesson, students will be able to: define the theme/motif of a literary work.
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3. Opposing characters create more opportunities for actions, choices, and dialogue.
11. In literary works, light and darkness often symbolize good and evil.
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2. The best literary themes explore all aspects of human nature.
12. The battle between good versus evil is a universal idea.
ReadDirections:theArticle:
5. Motifs, recurring images, or ideas, reinforce literary themes.
7. The external actions of characters reveal their inner thoughts. Writers can use dialogue to build upon a dominant theme.
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4. Conflicts within narratives enable the characters and readers to deal with themes that affect humans universally.
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in
Article: “6 Common Themes in Literature” (https://youronlinepublicist.com/themes-of-literature/ Blog: “Biblical Storytelling Techniques: Repetition& Themes” by Tim Macki (https://bibleproject.com/blog/biblical-storytelling-repetition-themes Article: “The Tree of Knowledge of Good and Evil-The Meaning” (https://theexplanation.com/the-tree-of-knowledge-of-good-and-evil-the-meaning/) Internet access/e-mail/computer editing ability Notebook/paper/pen Procedure: Read the assigned articles and blog. Respond to the study questions, Note key points in the lesson to study for class discussions and future assessments, Respond to the reflection in complete sentences. Edit your writing to correct errors. Post the reflection on the discussion board. Questions “6 Common Themes in Literature” (https://youronlinepublicist.com/themesof-literature/ ) Based on the assigned reading, write down if the following statements are (A) TRUE or (B) FALSE.1.Literary themes can center on controversial ideas that result in conflicts for human beings.
6. Expect repetition of central ideas in biblical literature.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Materials:
Study
9. A dialogue is a conversation between two or more characters as a feature of a book, play, or movie.
13. In literature, a story about good triumphing over evil may present two characters directly fighting against each other. Biblical Literacy Secondary Education
)
8.
10. Literary writers use symbols to stand for themes within their works.
18. Jewish tradition has four distinct kinds of redemption: monetary, avenge, “kinsman,” and spiritual.
22. Biblical literature sometimes depicts a character’s internal struggle to do the right thing when faced with temptation.
23. An internal conflict is man vs self, as the character opposes him or herself.
c. The writer suggests that the Tree of the Knowledge of Good and Evil signifies four elements: Knowledge, Good, Evil, and Death.
in
1. Which of the following statements is INCORRECT?
21. In Jewish and Christian, spiritual redemption involves the Holy Spirit mentioned in Genesis 1:2.
ReadDirections:thearticle
20. The Goel, in rabbinical tradition, is a person who charged with the duty of restoring the person’s rights and avenging his or her wrongs.
19. Monetary redemption relates to money or currency.
28. In literature, unrequited love stories reflect the pain of loving someone who does not return the affection.
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29. Redemption narratives often show the main character restored at the end of the story.
27. The theme of family love can occur in stories about the love between parents and children, or between siblings.
14. The external actions, along with the dialogue of characters, can reflect the theme of a work.
Indicate the INCORRECT statement in each set.
Common Literary Themes and Patterns in The Book of Genesis
26. In forbidden love stories, lovers often find themselves moving toward a tragic fate.
d. The main idea of the narrative centers around the consequence of man acting apart from God. Biblical Literacy Secondary
Study
b. The fruit on the Tree is tempting, or “pleasing to the eye.”
15. In literature, love can be a force for good that inspires people to sacrifice themselves for others.
24. Internal conflict occurs when a character’s external actions do not match his or her inner desires, and the character struggles to come to terms with the conflict.
25. Love is one of the most universal themes in literature.
30. The stories in the Book of Genesis portray God as trying to redeem humanity. Questions
a. In Genesis, Chapter 3, humans suffer a severe penalty for their misconduct.
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16. The theme of love may show characters controlled by a toxic force that drives them to mental instability or violence.
written by Sam Kneller titled “The Tree of Knowledge of Good and Evil- The Meaning,” (https://theexplanation.com/the-tree-of-knowledge-of-good-and-evil-the-meaning/).
17. In Genesis, Chapter 3, Adam faces the dilemma of obeying God or yielding to the temptation of eating the fruit that his wife offers him.
a. The term knowledge encompasses all subjects, fields, and branches of information.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
b. The ability to discover, reach, and accumulate knowledge is available to all Creation.
3. Which of the following statements is INCORRECT?
a. The expression “good” in Genesis, Chapter 3 is paradoxical when related to humans.
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b. Words related to the biblical definition of knowledge include discovery, instruction, sensing, understanding, cunningness, awareness, seeing, wit, acquaintance, and observation.
e. All the above statements are correct.
c. In Genesis, Chapter 3, the expression good appears nine times in the account of the Creation story before the same term shows the Tree of the Knowledge in Genesis, Chapter 3.
a. The article suggests that man finds trouble when he pursues progress by his own means rather than by trusting God.
4. Which of the following statements is INCORRECT?
b. The term paradoxical means that something can be contradictory or conflicting.
a. The modern period that we live in is the Information-Age.
d. Only humanity has been able to obtain volumes of comprehensive knowledge about themselves and their surroundings.
a. The Genesis 3 narrative depicts man pursuing goodness according to his self-will.
b. According to the writer, “knowledge” is anything that humans acquire independently as a result of the “nehama” and “spirit” in man
e. All the above statements are correct.
c. The writer asserts that the human mind, neshama, and mind power, ruach, are the fundamental components of each human being.
e. All the above statements are correct.
e. All the above statements are correct.
5. Which of the following statements is INCORRECT?
6. Which of the following statements is INCORRECT?
b. The “goodness” that Eve perceives is based on her own desires.
c. The conversation with the Serpent causes her to become utterly rapt with delight in her imagination.
d. The Serpent’s words cause Eve to act hastily and impatiently in her seeking after the knowledge that God has not granted.
e. All the above statements are correct.
c. Physical knowledge relates to knowledge about objects in the world, gained through perceptual properties.
d. The human consciousness is composed of the mind and spirit.
2. Which of the following statements is INCORRECT?
c. Humans are self-contained and limited in their quest of knowledge.
d. Knowledge is at the core of all thoughts, activities, and decision-making.
11. Which of the following statements is INCORRECT?
a. From reading this passage, one can infer that the humans do not have God’s permission to access the knowledge of good and evil before they partake of the fruit from the Tree in Genesis, Chapter 3. Academic Initiatives for Biblical Literacy in Secondary Education 114
b. The writer obviously agrees with the Strong's Concordance and the KJV’s translations of the word good c. This article explores the question: “How can good lead to death?”
Common Literary Themes and Patterns in The Book of Genesis
c. According to the writer, Jesus said that no one is “good.”
a. The writer suggests that supplementary necessities, such as “supplementary charitable deeds,” will lead to eternal life.
a. Words associated with good include beautiful, best, better, and bountiful.
e. All the above statements are correct.
c. True wisdom is the “goodness” that follows a godly path.
b. Kneller asserts that knowledge without wisdom is destructive.
d. One can conclude that the writer believes that wisdom from God always leads one along a path that is not harmful to others.
e. All the above statements are correct.
d. Ironically, the term good is associated with a Tree that leads to death.
b. The writer is not supportive of simply performing “good” deeds.
d. Kneller asserts that doing honorable deeds suffices for God to attribute eternal life to humans. e. All the above statements are correct.
9. Which of the following statements is INCORRECT?
7. Which of the following statements is INCORRECT?
c. Independent of God’s input, man loses the capability to find good.
d. Man has a natural wisdom or goodness sometimes based on shrewdness and other negative motivators.
d. The writer proposes that both “believers” and “non-believers” know how to perform charitable deeds for their spiritual deliverance.
8. Which of the following statements is INCORRECT?
10. Which of the following statements is INCORRECT?
a. Doing virtuous (good) deeds causes people to have a peaceful conscience.
e. All the above statements are correct.
a. In Genesis 2:15, Genesis places the man in the Garden of Eden to dwell there and worship Him.
b. Selfish ambition can be a reason for someone’s “good” deeds.
e. All the above statements are correct.
a. Sometimes, ulterior motives motivate human “goodness.”
b. In the beginning, humans have knowledge of moral concepts or moral categories.
14. Which of the following statements is INCORRECT?
c. A subtle person or being is willing to trick or deceive someone.
c. The writer supposes that man has a knowledge of moral concepts because He bears the image of God.
d. The word “subtle” carries a negative connotation.
15. Which of the following statements is INCORRECT?
c. Cognitive knowledge refers to the mental action or process of getting knowledge and understanding through thought, experience, and the senses.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
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a. The writer proposes that Adam and Eve had cognitive knowledge of good and evil before the Fall.
b. Acts of subtility necessitate skills in thinking.
13. Which of the following statements is INCORRECT?
a. Based on the definition of “knowledge” in a cognitive sense, God originally created human beings as amoral beings.
d. Possessing moral reasoning is part of the imago Dei (image of God).
a. The Hebrew word for “know” is yada
d. Experiential knowledge results from experience, as opposed to a priori (before experience) knowledge.
c. Before their disobedience, the couple has already experienced the knowledge of evil personally.
e. All the above statements are correct.
a. In Genesis, Chapter 3, the serpent is subtle in the way that it manipulates Eve’s mind.
e. All the above statements are correct.
b. They come to know evil in a new way after the Fall.
e. All the above statements are correct.
d. Based on the passage, God assigns such knowledge to the spiritual realm.
e. All the above statements are correct.
16. Which of the following statements is INCORRECT?
b. From reading this passage, one can infer that to access the knowledge of good and evil is God’s plans for humanity.
d. The man and his wife gained experiential knowledge after eating the forbidden fruit.
e. All the above statements are correct.
b. The word “knowledge” can refer to both cognitive knowledge, as well as experiential knowledge.
c. Genesis 3:22 does not say humans came to know only evil, but they gain knowledge of both “good and evil.”
12. Which of the following statements is INCORRECT?
c. Love is one of the most universal themes in literature.
d. Adam’s love for his wife, Eve, propels him to eat the fruit and disobey God’s rule.
Common Literary Themes and Patterns in The Book of Genesis
e. All the above statements are correct.
a. Eve’s choice to eat from the Tree suggests that she places value upon having knowledge.
Note: In completing the writing assignment, refer to the website “Tips for Writing an Effective Essay” at https://www.examples.com/education/tips-for-writing-effective-essay.html. Use your computer’s editing capability to correct writing errors. Post your essay on the discussion board. Label the essay: Common Biblical Themes. A Closing Thought: “An investment in knowledge pays the best interest.”
b. The knowledge of good and evil embodies four concepts: Knowledge, Good, Evil, and Death (Genesis 2:15-17 15).
For Directions:Reflection: Write a three-five paragraph essay about one of the biblical themes below. Refer to the main points presented in this lesson’s assigned readings. Follow writing guidelines at: Learn to Write a First Class Essay (https://www.researchprospect.com/essay-writing-guidelines/). Check your writing to correct errors. Post the essay on the discussion board. Label the post: Literary Themes in the Book of Genesis. Good Vs Evil in the Universe God’s Love for Humanity Humankind’s Rebellion against God God’s Judgment and Redemption Covenants and Promises Order in Creation Human Character Flaws The Paradox of Good and Evil in Humanity
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Learning Objectives: Students will: find a theme or central idea of a text and analyze in detail its development over the course of the text.
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find biblical allusions in Western Literature.
share ideas with others via a discussion board. Biblical Literacy
LESSON SEVENTEEN THE BIBLICAL THEME OF GOOD AND EVIL IN MILTON’S PARADISE LOST Lesson Overview: In Christian tradition, Genesis, Chapter 3 is the biblical account of the Fall of humanity from divine favor, resulting in the general sinful or “fallen” condition of humankind. English poet and intellectual John Milton began his epic poem, Paradise Lost, with the purpose of explaining the ways of God to man. He intended to justify God’s response to mankind’s disobedience and show how, in the fullness of time, God’s actions turn evil to good. Students will examine the biblical themes and other literary elements in Milton’s classic epic, Paradise Lost, as a poetic rewriting of the Book of Genesis.
defend a position taken in an argumentative essay. correct errors in standard English usage.
apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to understand more fully when reading or listening.
Expected Outcomes: After this lesson, students will be able to: define literary terms related to the assigned readings (e.g., theme, motif, epic, allusion, preface, ethos, pathos) decide the theme or main idea in biblical text.
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Key Concepts: themes, motifs, a universal idea, allusion, epic poem, preface, ethos, logos, justification, blank verse, elevated language, iambic pentameter, and iambic hexameter
recognize biblical allusions in Western literature. find text evidence that supports theme.
5.
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4.
2.
6.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Duration: 3-4 hours Materials: Video: Paradise Lost Introduction ss29s&list=TLPQMzAwMzIwMjK1xGHF9og3nQ&index=3(https://www.youtube.com/watch?v=Jbfiu-) Book 1 of Milton’s Paradise Lost in Modern (https://www.paradiselostinmodernenglish.com/)English Lecture: “AnalysisofJohnMilton’s ParadiseLost” BY NASRULLAH MAMBROL (https://literariness.org/2020/07/12/analysis-of-john-miltons-paradise-lost/ ) Literary Criticism: ANALYSIS OF JOHN MILTON’S PARADISE LOST (https://literariness.org/2020/07/12/analysis-of-john-miltons-paradise-lost/) A computer with internet access and editing capabilities A dictionary Paper, pen, and paper Procedure: Read Book 1 of Milton’s Paradise Lost in Modern English (https://www.paradiselostinmodernenglish.com/2014/03/BOOK1.html) Respond to the extended learning study questions. Note key points in your notebook. Extended Learning Study Questions: Video: Paradise Lost Introduction BasedDirections:ss29s&list=TLPQMzAwMzIwMjK1xGHF9og3nQ&index=3(https://www.youtube.com/watch?v=Jbfiu-)onthevideo,writedownwhetherthefollowingstatements are (A) CORRECT or (B) INCORRECT.1.
3.
The blind poet, John Milton was born in London in 1608. He lived during the time of a civil war which involved political religious controversies. He married Mary Powell who left him months later and did not return for three years. Days after his third daughter was born, his wife died. A month later, his son died, and he also lost his sight. Two years later, he married Catherine Woodcock.
8.
33. In Milton’s writing, God is the omniscient or all-knowing Creator of heaven and earth. In Paradise Lost, Jesus Christ is God’s Son who has not come to earth. In the poem, Jesus volunteers to give His life as a ransom for man's sin. Milton personifies Satan and the fallen angels in Paradise Lost. In the poem, Satan’s capital is hell. One of the fallen angels, Beelzebub, is second in command.
24.
15. Homer wrote The Iliad and The Odyssey
16. Virgil wrote The Aeneid, and Dante wrote The Inferno.
18. As a writer, Milton pondered question: “If the world was created by a good, just, and loving God, why is there little evidence of goodness and justice in the world?”
10. After he married Elizabeth Mitchell, he retired from public life.
The Biblical Theme of Good and Bad In Milton’s Paradise Lost
20. The title of Milton’s epic poem, Paradise Lost, alludes to the Garden of Eden.
19. He also asked the questions:” What does it mean for humankind to be created in the image of God, and how does humanity endure in a fallen world?”
27.
35.
37.
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30.
25.
21. Milton penned the epic poem Paradise Lost in blank verse. A poem written in blank verse is unrhymed. The people of Milton’s time were familiar with poems that rhymed. Milton followed the epic writing style set up by Homer. He employed the practice of saying his theme and invoking the muse or a higher power to help him throughout the story.
13. In Paradise Lost, the main concern of the poet was to justify the ways of God to man.
7. The loss of his first wife and the losing his sight heavily influenced his writing. Milton took part in highly political controversies. Once, he was under house arrest for six months.
12. Milton’s Paradise Lost is not meant to replace Hebrew Scriptures.
14. Milton aimed to achieve in his writing what Homer, Virgil, and Dante did for Greek, Latin and Italian.
23.
34.
38.
29.
31.
28.
.
9.
26. In Paradise Lost, the muse is the Holy Spirit. Milton drew from the Book of Genesis and the war in heaven from the Book of Revelation in writing Paradise Lost. Genesis is the first Book in the Christian and Jewish Bibles. Revelation is the last Book in the Christian Bibles. Milton incorporated iambic pentameter and iambic hexameter in his epic poem, Paradise Lost. He patterned his verses for the poem after Shakespeare’s unrhymed iambic pentameter. Milton’s Paradise Lost has a logical literary pattern to it.
32.
22.
36.
17. Mary Shelley, C.S. Lewis, and William Blake highly influenced Milton’s writings.
11. Parts of Milton’s Paradise Lost are missing.
7. In the poem’s preface, Milton calls upon “the heavenly muse” to help him narrate the story of man’s Fall in the Garden of Eden.
40. Beelzebub convinces the fallen angels to accept Satan's scheme of revenge toward God that involves the destruction of humankind. Questions Literary Criticism: ANALYSIS OF JOHN MILTON’S PARADISE LOST)
2. The “fruit” is consequences of eating from the Tree of Knowledge of Good and Evil.
9. In Greek and Roman Literature, the nine goddesses, or muses, are the daughters of Zeus and Mnemosyne.
BasedDirections:(https://literariness.org/2020/07/12/analysis-of-john-miltons-paradise-lost/)onthearticle,writedownwhetherthefollowingstatementsare(A)
8. A muse is a term related to Greek and Roman mythology.
13. Milton uses apostrophe in this line: Sing, heavenly Muse, that on the secret top of Oreb, or of Sinai, didst inspire That shepherd, who first taught the chosen seed…".
17. Milton opens the poem by asserting that he will offer a new perspective upon the undeniable truths in the Bible.
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14. The reference, “that Shepherd,” is an allusion to the biblical Moses.
39. Beelzebub is the last to speak at the devilish council that takes place in Book 1.
The first twenty-six lines of Book in Milton’s Paradise Lost introduce the theme of the poem-man’s first disobedience.
CORRECT or (B)
11. A myth is a traditional story, especially one concerning the early history of a people.
16. In biblical text, the expression “the Chosen Seed” refers to the Hebrews.
4. The mention of “Tree” and “fruit” in Milton’s poem is an allusion to Genesis, Chapter 3.
5. This article proposes that “Death” is the consequence of disobedience.
10. In ancient Greek and Roman mythology, the muses preside over the arts and sciences.
6. Milton personifies “Death.”
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
Study
(From
INCORRECT?1.
12. Myths explain natural or social phenomenon (events; happenings).
15. An allusion is an expression designed to call something to mind without mentioning it explicitly or directly.
18. One should expect a writer or speaker to argue effectively against indisputable truths
3. The expression, “man’s disobedience” relates only to male humans.
30. Based on the article, when Satan says, ‘What though the field be lost? /All is not lost’ (lines105–6), he displays a degree of heroic brokenness.
35. While speaking to his troops, Satan refuses to show any notion of final submission. For Reflection (1): Explain the expression: “heroic brokenness” in relation to Milton’s depiction of Satan in Paradise Lost. Write five-eight sentences. Edit your writing to correct errors. Post your work on the discussion board. Label the post: A Reflection of the “Heroic Brokenness” of Milton’s Satan.”
23. The epic poem has elevated language and style.
34. In line 105-6, Milton uses military images to portray Satan.
For Reflection (2): Elaborate on the following question: If a loving, just, and caring God created a good world, why is there little evidence of goodness and justice in the world? Find evidence of the goodness that is still clear in the world. How can you contribute to the world’s goodness? (Write five-eight sentences. Employ terminology from this lesson in your response. Edit your writing to correct errors. Post your work on the discussion board. Label the post: A Reflection on the Goodness in God’s World?) A Closing Thought: Academic Initiatives for Biblical Literacy in Secondary Education 122
32. The term “stoicism” refers to the endurance of pain or hardship without the display of feelings and without complaint.
27. In the first section, Satan tries to lift the mood of Beelzebub, his second in command.
19. An epic poem is an elaborate narrative about an important national event.
29. In this epic poem, Satan finds himself cast down into a recently constructed hell.
20. Epic poetry has a character of incredible stature and courage.
25. In the first section of Milton’s epic poem, Satan and his angels have failed in a rebellion against God.
33. The expression “stoicism in defeat” suggests that Satan accepts his present plight without any resistance.
31. Satan displays remorse for his rebellion in lines 105-6.
28. In lines 27–83 of Book 1of Paradise Lost, Milton introduces the reader to Satan and his ‘horrid crew.”
24. One of the greatest attractions of classical literature is its display of creative and elevated language.
22. An epic poem is a lengthy narrative that deals with gods or other superhuman forces.
21. Usually, the main character in an epic poem has fought valorously in a significant battle.
26. Milton wrote the first part of the poem in the first person.
The Biblical Theme of Good and Bad In Milton’s Paradise Lost
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
“Do not forsake wisdom, and she will protect you; love her, and she will watch over you. The beginning of wisdom is this: Get wisdom, though it cost all you have, get understanding.” (Proverbs 4:6-7)
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Lesson Overview
find the meaning of words and phrases in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
use context clues to find the meanings of words.
discuss distinct attributes of biblical characters.
discuss distinct attributes of biblical characters.
find a theme or central idea of a text and analyze in detail its development over the course of the text.
edit writing to correct errors in spelling, punctuation, grammar, and sentence structure.
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Objectives: Students will: show how writers in diverse cultures and ages drew from the Hebrew Bible to present their own ideas and literary works.
show how writers in diverse cultures and ages drew from the Hebrew Bible to present their own ideas and literary works.
The 13th century Catholic Dominican priest and a canonized saint, Thomas Aquinas, stood on the assumption that God is self-existent. The expression “aseity” refers to the condition in which a Being exists in and from itself. In this lesson, students will examine the concept of God’s aseity, or self-existence, as proposed in Aquinas’ Five Ways.
edit writing to correct errors in spelling, punctuation, grammar, and sentence structure
LESSON EIGHTEEN A PHILOSOPHICAL CHARACTERIZATION OF GOD BY THOMAS AQUINAS
Learning Outcomes: By the end of the lesson, students will be able to: decide the main idea in written passages of literature accurately and with depth of thought.
Duration: 2-3 hours
Key Concepts: aseity, Summa Theologica, Aquinas’ Five Ways, autonomy
A Philosophical Characterization of God by Thomas Aquinas Materials Article: Aquinas’ “Five Proofs for the Existence of of-god/)(https://open.library.okstate.edu/introphilosophy/chapter/aquinass-five-proofs-for-the-existence-God” Video: Thomas Aquinas asks, 'Is God Self-Evident?' Or Why Bother Proving God's Existence? (Part 1 of 3) ( 19%7E#id=1&vid=2e34e1fa4e0687fa1a37c8f4aa783881&action=click%27s+self+evidence&type=fm_appfocus1_cr-win-%7E2021-%7EWin10&p=a+vi+deo+by+aquinas+om+Godexistence+of+God%7EB85D33B8065844214F83D8BF914F5AECcp_12887637018-tst1--bb9%7EChrome%7EChapter+5+%E2%80%93+The+Self-4d4f19b54a71¶m3=forms_%7EUS%7Eappfocus1%7E¶m4=d-ccc4-lp0-dsf_forms-pty_forms&hspart=pty¶m1=20210503¶m2=9766caf4-c28a-44ca-9b60-https://video.search.yahoo.com/yhs/search?fr=yhs-pty-pty_forms&ei=UTF-8&hsimp=yhs-) A computer with internet access and editing capability Paper, pen, pencil Procedure: View the video: Thomas Aquinas asks, 'Is God Self-Evident?' Or Why Bother Proving God's Existence? (Part 1 of 3). Respond to the study questions. Note the key points in the lesson for future discussions and assessments. Respond to the reflections. Edit writing to correct errors. Post the reflections on the discussion board. Study Questions BasedDirections:onthe video, write down whether the following statements (A) CORRECT or (B) INCORRECT.1.According to the video presentation, the question of God's existence is one of the world's great questions. 2. Thomas Aquinas was a 13th century Catholic Dominican priest and a canonized saint. 3. During his lifetime, Aquinas tried to prove the existence of God as the Creator of the universe. 4. Aquinas' argument for God's existence has withstood the criticism of the most ardent atheists 5. His argument did not rely on faith or belief in the Bible, but it rested upon reason alone. Academic Initiatives for Biblical Literacy in Secondary Education 126
8. Aquinas believed in God because his reason demanded it, not simply because he wanted God's existence to be true
.
7. The Summa Theologica has five proofs for God's existence, also known as Aquinas' Five Ways
15. Since philosophy is an organized way of learning, it is a science.
10. An argument that Aquinas had to refute is that religious people tend to believe in something in the absence of evidence.
19. Each of Aquinas’ Five Ways is a demonstration, or a valid argument, with true premises.
18. Aquinas' proofs of God's existence are philosophical-not scientific truths.
22. Aseity refers to the belief that God does not depend on any cause other than Himself for His existence or realization.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
6. The work that Aquinas wrote about the existence of God is simply known as Summa Theologica
17. Philosophy, based on logical reasoning, has successfully proven different truths about things that science cannot prove.
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A Closing Thought: For the LORD gives wisdom; from his mouth come knowledge and understanding. Proverbs 2:6
9. He used both logic and scientific observation to make his deductions.
20. The conclusion of each of the Five Ways results from a universally accepted metaphysical principle.
21. Words associated with the term include self-originated, self-sufficiency, independence, and autonomy
23. Aquinas proposes that God has His own reason for existence.
24. Thomas Aquinas, in his Five Ways, offers proof of the self-existent God of the Hebrew Bible.
14. For over four hundred years, science has depended upon objective truths.
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16. The video proposes that modern science is the only way to discover the truth.
13. The presentation supposes that scientists believe in a strong consistency of results.
11. One of the characters in this video presentation is Dr. Neil DeGrasse, a scientist.
12. Based on the video, scientists do not usually accept repeated observations as true.
25. Aquinas, in his Five Ways, offers scientific proof of the self-existent God of the Hebrew Bible. For Reflection: Write a paragraph (5-8 sentences) about Aquinas’ philosophical ideas in his Five Ways concerning God's self-existence. Tell why you support or refute his statements. Employ terminology from this lesson in your response. Use credible sources to complete the assignment. Document sources. Use the MLA or APA formats for documentation. Post your reflection on the discussion board. Label the post: A Reflection on Aquinas’ Five Ways.
A Philosophical Characterization of God by Thomas Aquinas Academic Initiatives for Biblical Literacy in Secondary Education 128
Objectives: Students will: show how writers in diverse cultures and ages drew from the Hebrew Bible to present their own ideas and literary works.
decide the meaning of key words and phrases in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
show how writers in diverse cultures and ages drew from the Hebrew Bible to present their own ideas and literary works.
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LESSON NINETEEN A PHILOSOPHICAL CHARACTERIZATION OF GOD BY A.W. TOZER Overview
Learning Outcomes: By the end of the lesson, students will be able to: find the main idea in written passages of literature accurately and with depth of thought. use context clues to find the meanings of words.
Duration: 2-3 hours
edit writing to correct errors in spelling, punctuation, grammar, and sentence structure.
discuss distinct attributes of biblical characters decide a theme or central idea of a text and analyze in detail its development over the course of the text.
discuss distinct attributes of biblical characters. edit writing to correct errors.
Genesis 1:1 opens with four words "In the beginning, God." The biblical text gives no detailed descriptions of God in the Hebrew Bible, nor does it make an argument for God's existence. The assumption is that God is self-existent. In its entirety, the Hebrew Bible portrays God (Elohim) as the main character. Genesis, Chapters 1 and 2 portray God as the omnipotent (all-powerful), omniscient (all-knowing), and omnipresent (everywhere at the same time) Creator, speaking into existence the heavens, the earth, and all the earth’s creatures out of nothing. In this lesson, students will examine the concept of the self-existence of God from a passage from A.W. Tozer's The Knowledge of the Holy, Chapter 5.
Read the passage below taken from A.W. Tozer's The Knowledge of the Holy, Chapter 5. Respond to the study questions.
“The child, by his question,” Where did God come from?” is unwittingly acknowledging his creature hood. Already the concept of cause and source and origin is fixed (planted) in his mind. He knows that everything around him came from something other than itself, and he simply extends that concept upward to God. The little philosopher is thinking in true creature-idiom and, allowing for
Directions: Read the passage and respond to the study questions.
For future assessments, note the key points in the lesson.
A Philosophical Characterization of God by A.W. Tozer Materials: A computer with internet access A dictionary Video: The Knowledge of the Holy- A.W Tozer (Ch. 5) Pt 1The Self Existence of God %7EWin10#id=1&vid=d22a4890a44fbee63cff060cf6b46b62&action=viewexistence+of+God%7EB85D33B8065844214F83D8BF914F5AECcp_12887637018-tst1--bb9%7EChrome%7EChapter+5+%E2%80%93+The+Self-4d4f19b54a71¶m3=forms_%7EUS%7Eappfocus1%7E¶m4=d-ccc4-lp0-dsf_forms-19%7E¶m1=20210503¶m2=9766caf4-c28a-44ca-9b60-pty_forms&hspart=pty&type=fm_appfocus1_cr-win-%7E2021-%3As%2Cv%3Av%2Cm%3Asa&fr=yhs-pty-pty_forms&hsimp=yhs-N0bXADMTY0MzQyMDE4OA--?p=a.w.+tozer+God%27s+self-evidence&ei=UTF-8&fr2=pBHFzdHJsAzM2BHF1ZXJ5A2Eudy4lMjB0b3plciUyMEdvZCdzJTIwc2VsZi1ldmlkZW5jZQR0X3wBG9yaWdpbgN2aWRlby5zZWFyY2gueWFob28uY29tBHBvcwMwBHBxc3RyAwRwcXN0cmwDNhLWdwBGdwcmlkA0RMZEgyQm54U0ppaW1FQlAuLlNFcUEEbl9yc2x0AzYwBG5fc3VnZwMVZSDc0U3dEbE1qWXdNUUFBQUFDUVdqRGQEZnIDeWhzLXB0eS1wdHlfZm9ybXMEZnIyA3MTM1MTE5NTcwMARfcgMyBGFjdG4DY2xrBGNzcmNwdmlkA1hSQ0dBREV3TGpHcWVKMHsearch;_ylt=AwrDQ3LWmfRh3gQAmjE0nIlQ;_ylu=c2VjA3NlYXJjaAR2dGlkAw--;_ylc=X1MDhttps://video.search.yahoo.com/yhs/ Procedure: View the video: The Knowledge of the Holy- A.W Tozer (Ch. 5) Pt 1The Self Existence of God.
(In the fifth chapter of The Knowledge of the Holy, A.W. Tozer discusses the “Self-existence of God.”)
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Write a paragraph (5-8 sentences) about Tozer's philosophical ideas about God's selfexistence. Tell why you support or refute his statements. Use credible sources to complete the assignment. Edit writing to correct errors. Post the reflection on the discussion board.
Reading Comprehension Passage
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
his lack of basic information, he is reasoning correctly. He must be told that God has no origin, and he will find this hard to grasp since it introduces a category with which he is unfamiliar and contradicts the bent toward origin-seeking so deeply ingrained in all intelligent beings, a bent that impels them to probe ever back and back toward undiscovered beginnings.
13. According to Tozer, God is not accountable to humans. "One who is pure" refers to the child mentioned in the passage.
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The human mind, being created, has an understandable uneasiness about the Uncreated. We do not find it comfortable to allow for the presence of One who is outside of the circle of our familiar knowledge. We tend to be disquieted by the thought of One who does not account to us for His being, who is responsible to no one, who is self-existent, self-dependent and self-sufficient.”
2. The writer seems to object to children asking questions about God.
9. Tozer indirectly proposes that people avoid the subject of God's origin because the unfamiliarity of the topic makes them uncomfortable.
16. In the video, Tozer proposed that origin is a word that can only apply to things created.
6. "The little philosopher" refers to the youngster who asks the questions about God.
12. Tozer's statement: "...corporeal and sensible images are immeasurably remote from God" means that material things are far away from God.
15. Tozer implies that God is too invisible to understand.
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4. Tozer keeps a harsh tone in discussing the child's questions about the origin of God.
11. The writer portrays God as too pure describe.
5. Tozer portrays a youngster's questions about God as a natural part of childhood.
3. A “bent" is a "tendency" to do something.'
10. The expression, "...for He dwelleth in light...," refers to God.
8. The statement "...it introduces a category with which he is wholly unfamiliar and contradicts the bent toward origin-seeking so deeply ingrained in all intelligent beings..." implies that people readily ask questions about God's origin.
To think steadily of that to which the idea of origin cannot apply is not easy, if indeed it is possible at all. Just as under certain conditions, a tiny point of light can be seen, not by looking directly at it but by focusing the eyes slightly to one side, so it is with the idea of the Uncreated. When we try to focus our thoughts upon One who is a pure, uncreated being, we may see nothing at all, for He dwelleth in light that no man can approach unto...since all corporeal and sensible images are immeasurably remote from God.”
7. The expression "thinking in true creature-idiom" allows the boy to speak like a normal child.
Study Questions Directions: Write down whether the following statements are (A) CORRECT or (B) INCORRECT.1.Tozerimplies that children are interested in what causes something to exist.
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20. He proposed that anything of lesser significance cannot produce something greater than itself. For Reflection Explain the expression: “…was created by someone who was made of none.” (5-8 sentences) Justify or refute Tozer’s position on the self-existence of God. Use credible sources to support your argument. Use the MLA or APA formats to document sources. Edit writing to correct errors. Post your reflection on the discussion board. Label the post: A Reflection on Tozer’s View of the Self-Existence of God. A Closing Thought: "We can never know who or what we are till we know at least something of what God is.”
18. Tozer said that God is self-existent, while everything else “was created by Someone who was made of none.”
A Philosophical Characterization of God by A.W. Tozer
17. Based on Tozer's premise, when one thinks of anything that has an origin, he or she is not thinking of God.
19. Tozer supposed that whatever exists in the world has a cause for being in existence.
-A. W. Tozer Academic Biblical Education
Literacy in Secondary
James Weldon Johnson, one of the best known African American poets, wrote “The Creation." The poem was published in Johnson’s poetry collection The Book of American Negro Poetry in 1922. In his poem, "The Creation: A Negro Sermon," the poetic style and diction used by Johnson reflect his awareness of African American culture. This westernized version of the story of Genesis is an indigenous expression of a black sermon. The overall poem is an allusion to the biblical episode of Genesis. An allusion is an expression designed to call something to mind without mentioning it explicitly; an indirect or passing reference. This lesson will explore the literary techniques in Johnson’s poem and connect the biblical allusions to the Creation narratives in Genesis, Chapters 1 and 2.
analyze how an author draws on and transforms source material in a specific work
LESSON TWENTY “THE CREATION” POEM BY JAMES WELDON JOHNSON
Upon completion of this lesson, students will be able to: summarize and analyze the literary details of James Weldon Johnson's poem "The Creation" and compare Johnson's poem to the biblical text (Genesis, Chapters 1 & 2).
Academic Initiatives for Biblical Literacy in Secondary Education
find a theme or central idea of a text and analyze in detail its development over the course of the text.
Lesson Overview
edit writing to correct errors in spelling, grammar, punctuation, and sentence structure.
Learning Objectives
133
Key Concepts: allusion, stanza, pulpit oratory, alliteration, free verse-, hyperbole, stanza, refrain, repetition, personification, anaphora, rhyming, epistrophe, consonance, synecdoche, simile, situational irony, metonymy, theme, parallelism, figurative versus literal language
Lesson Objectives: Students will: analyze how an author draws on and transforms source material in a specific work (literary works in Western literature with Creation themes/allusions.
decide the meaning of key words and phrases used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Biblical Allusions In “The Creation” Poem By James Weldon Johnson examine how the author of the poem draws from the Bible to create a unique work. recognize literary techniques used in writings, including biblical texts. edit writing to correct errors in spelling, grammar, punctuation, and sentence structure. Duration: 2-3 hours Materials: A computer with editing capability Internet access A notebook/pen/pencil Different translations of the Hebrew Bible (Biblehub.com) (Assigned readings: Genesis, Chapters 1 & 2) A pronunciation dictionary (https://howjsay.com) Video: Genesis 1 - Creation Story - RARE KJV Audio Bible Videos: https://www.youtube.com/watch?v=ynbtg6OuZo0 An audio version of “The Creation” poem by win-%7E2021-19%7E#id=1&vid=8cf05f65b8c5d4fa51d321bcfc5fe5cb&action=click)%7EWin10&p=audio+version+of+the+creation+by+Johnson&type=fm_appfocus1_cr-%7EB85D33B8065844214F83D8BF914F5AEC%7Eaudio+version+of+the+creation+by+Johnsonccc4-lp0-dsf_forms-cp_12887637018-tst1--bb9%7EChrome44ca-9b60-4d4f19b54a71¶m3=forms_%7EUS%7Eappfocus1%7E¶m4=d-8&hsimp=yhs-pty_forms&hspart=pty¶m1=20210503¶m2=9766caf4-c28a-(https://video.search.yahoo.com/yhs/search?fr=yhs-pty-pty_forms&ei=UTF-Johnson Publication: Poetry Analysis (https://poemanalysis.com/james-weldon-johnson/the-creation/#Summary) Procedure: Use a dictionary to define the vocabulary terms below. Write the definitions in your notebook. Use a pronunciation dictionary to learn how to pronounce the words. Practice repeating the words aloud. Listen to the audio versions of the selections of Genesis, Chapters 1 & 2 from the Bible, then listen to the audio version of "The Creation" poem by James Weldon Johnson. Respond to the study questions. Write the key points in your notebook for future assessments. Write a reflection on the lesson (5-7 sentences) by sharing at least five of the similarities and differences noted in the poem and the first two chapters of Genesis. Label the post: A Reflection on James Weldon Johnson's "The Creation" and the Creation Narratives in Genesis 1 and 2. Post your response on the discussion board. Academic Initiatives for Biblical Literacy in Secondary Education 134
Basedweldon-johnson/the-creation/).onthevideopresentation,
poem analysis of Johnson’s “The Creation” at https://poemanalysis.com/james-
readers
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Understanding Common Literary Terms Directions: Use a dictionary to pronounce and define the literary terms below. Write the words and definitions in your notebook to study for future assessments. Find examples of each term. Post your findings to the discussion board. 1. Stanza2. Repetition3. Personification4. Anaphora5. Rhyming6. Epistrophe 7. Consonance8. Synecdoche9. Simile10. Situational Irony11. Chiasm12. Metaphor13. OnomatopoeiaStudy Questions ViewDirections:thevideo
4. Hyperbole is the use of exaggeration for the effect.
7. The second stanza of Johnson’s “The Creation” contains a hyperbole in the expression “blacker than a hundred midnights.”
Academic Initiatives
3. A stanza is a group of lines forming the basic recurring metrical unit in a poem, a verse.
8. “Darkness covered everything” is an example of personification. for Biblical Literacy in Secondary Education
2. In the first stanza, the poet uses alliteration in the phrase, “make me.”
write down if the following statements (A) CORRECT or (B) uses multiple literary devices in this poem to make the story of the creation more appealing to the
5. Hyperbole is an overstatement of something.
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6. The literary device hyperbole amplifies or embellishes facts.
INCORRECT.1.Johnson
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12. Epistrophe is the repetition of a word at the end of successive clauses or sentences.
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9. In the third stanza, the poet uses the literary device anaphora, a rhetorical device that features the repetition of a word or phrase at the beginning of successive sentences, phrases, or clauses.
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18. In the last line, “And God said: I’m lonely still,” the poet uses situational irony Simile involves the comparison of one thing with another thing of a different kind, used to make a description more emphatic or vivid. The line, “Like a mammy bending over her baby” is an example of simile Simile and metaphor both involve comparisons. Metaphor is an indirect comparison without using the words “like” or “as.” Simile is a direct comparison using the words “like” or “as.” A synecdoche is a figure of speech in which a term for a part of something refers to the whole of something or vice versa. The use of a synecdoche is in the phrase, “lump of clay.” The use of is a simile is in the line, “Like a mammy bending over her baby.” Johnson’s poem is an allusion to the biblical episode of the Genesis Creation narratives. Since this poem is an oratory sermon, the poet utters “amen” twice at the end. The expression “amen” means “so be it” and can express agreement or assent. The use of “amen” in Johnson’s poem is like the use of the expression “it was good” in the biblical Creation narratives. Extended Learning Directions: Complete the assignment as follows: Read the article: “The Breath of Life” by David Demick (https://answersingenesis.org/human-body/the-breath-of-life/)
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17. Irony is a literary device or event in which the way things seem to be is in fact quite different from how they are.
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Biblical Allusions In “The Creation” Poem By James Weldon Johnson
13. Johnson uses epistrophe in the following lines: “And the waters above the earth came down, / The cooling waters came down.”
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14. Consonance is a figure of speech in which the same consonant sound repeats within a group of words.
11. The poet uses a metaphor in the expression “a shining ball” to describe the moon.
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10. Johnson uses anaphora to depict the Creation as a continuing process.
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16. In the ninth stanza, the poem is replete with repetitions.
15. Johnson uses consonance in the phrase, “green grass sprouted.
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Use credible internet sources to respond.
Consider the last stanza of Johnson’s poem. The poet focuses on how God blows the “breath of life” into the “lump of clay,” and man becomes “a living soul.” Compare this stanza to Genesis 2:7 (KJV) “And the LORD God formed man of the dust of the ground and breathed into his nostrils the breath of life; and man became a living soul.”
Compare the article to Ellicott's Commentary for English Readers, Genesis, Chapter 2 (3-5 paragraphs).
Follow writing guidelines at: Learn to Write a First Class Essay (https://www.researchprospect.com/essay-writing-guidelines/).
Read Ellicott's Commentary for English Readers, Genesis, Chapter 2 (https://bibleapps.com/ellicott/genesis/2.htm)
– Harry Truman, Thirty third President Biblical Literacy Secondary Education
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
Academic Initiatives for
Point out three facts that the writer makes about the significance of breathing.
Document sources by using the MLA or APA formats.
For Reflection: Directions: Read the article, “The Breath of Life” by David Demick.
Edit your writing to correct errors.
Post the reflection to the discussion board.
A Closing Thought: “If we don’t have a proper fundamental moral background, we will finally end up with a totalitarian government which does not believe in rights for anybody except the State!”
in
Label the post: A Reflection on “The Breath of Life.”
Academic Initiatives for Biblical Literacy in Secondary Education 138
IN MILTON’S PARADISE LOST Lesson Overview: For centuries, the Hebrew Bible has inspired great writers, such as the English John Milton who used the Bible to compose and publish his most influential work, the epic poem Paradise Lost (1667). The main ideas of the poem focus on the sovereignty of God; the struggle between good and evil; humans’ proclivity to sin, and the later need for redemption. Using literary devices and colorful characterization, Milton recreates the biblical narratives of the Creation and the fall of Adam and Eve and their expulsion from the Garden of Eden. One of the most interesting features of the poem is Milton’s portrayal of Satan. Different from the biblical depiction of the serpent in the Garden of Eden, Satan in Paradise Lost has extraordinary power and intellect. Despite his defeat after rebelling against God, he is still self-assertive, hateful, and revengeful. From the speeches of Satan in Milton’s Paradise Lost, Book 1, the reader sees the epitome of evil, or the antithesis of all that is good. Students will analyze Milton’s portrayal of Satan based on what the character says, by what he does, and how he relates to other characters in the poem.
Key Concepts: muse, chosen seed, personification, the Serpent, antithesis, characterization, apostrophe, oratory, rhetoric, synecdoche, fall from grace, themes, motifs, a universal idea, allusion, epic poem, preface, ethos, logos, justification, blank verse, elevated language, iambic pentameter, and iambic hexameter
in Secondary Education 139
Defend a position taken in an argumentative essay. Biblical Literacy
Academic Initiatives for
Learning Objectives: Decide a theme or central idea of a text and analyze in detail its development over the course of the text.
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to understand more fully when reading or listening.
Expected Outcomes: After this lesson, students will be able to: Define literary terms related to the assigned readings (e.g., apostrophe, simile, personification, synecdoche, oratory skills, and antithesis.)
Find the theme or main idea in biblical text. Find text evidence that supports theme.
LESSON TWENTY-ONE BIBLICAL CHARACTERIZATION
Biblical Themes and Characterization in Milton’s Paradise Lost Correct errors in standard English usage. Share ideas with others via a discussion board. Duration: 4-5 hours Materials: Book: Paradise Lost in Modern English (https://www.paradiselostinmodernenglish.com/) Book: “Satan’s Speeches in Paradise Lost Book-I” (https://wandofknowledge.com/speeches-of-satan-in-book-i-of-paradise-lost/). Video: Paradise Lost Introduction ss29s&list=TLPQMzAwMzIwMjK1xGHF9og3nQ&index=3(https://www.youtube.com/watch?v=Jbfiu-) Lecture: “AnalysisofJohnMilton’sParadiseLost” BY NASRULLAH MAMBROL lost/(https://literariness.org/2020/07/12/analysis-of-john-miltons-paradise-) Literary Criticism: ANALYSIS OF JOHN MILTON’S PARADISE LOST) (https://literariness.org/2020/07/12/analysis-of-john-miltons-paradise-lost/) A computer with internet access and editing capabilities A dictionary Paper, pen, and paper Study Questions (Paradise Lost in Modern English) (https://www.paradiselostinmodernenglish.com/) Directions: Read Book 1, lines 1-90 of Paradise Lost in Modern English (https:/k /www.paradiselostinmodernenglish.com/) Respond to the study questions. Read Satan’s speeches in Paradise Lost Book-I” (https://wandofknowledge.com/speeches-of-satan-in-book-i-of-paradise-lost/). Respond to the study questions. Respond to the reflection. Academic Initiatives for Biblical Literacy in Secondary Education 140
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Study Questions: Book 1 Lines 1-5 Does Milton mention the type of fruit that was eaten in the Garden of Eden? (Yes, or No?) What is the “forbidden tree” to which Milton alludes? Define “woe.” What were the consequences of eating the “forbidden fruit”? Explain the expression, “…till one Greater Man Restore us…” Book 1 Lines 6-10 What does Milton want from the muse? Why does Milton mention Moses? Why does Milton mention Sinai? What is the meaning of the “chosen seed”? How is synecdoche used in the expression “chosen seed”? Book 1 Lines 6-20 What is an “oracle”? Which word means “from here; from there”? Which word means “ask for help or support”? How is the literary device, apostrophe used in these words? True or False? Milton wants to write like Greek philosophers, Book 1 Lines 20-25 How is simile used in Milton’s mention of the dove? Why does Milton say, “…Thou from the first Wast present…”? What did the Spirit do to darkness? Explain “…what in me is dark Illumine…” How is the literary technique antithesis used in these lines? Book 1 Lines 26-34 Why does Milton want to write this epic? Who were “Favoured of Heaven? Explain the expression: “…transgress His will…” What was the “foul revolt”: Who was the “infernal Serpent”? Book 1 Lines 35-45 Why did the Serpent deceive Eve? What happened to the Serpent and his angels because of his pride? What is an “entourage”? What was Satan’s “blind ambition”? Explain the expression, “with vain expression.” Book 1 Lines 35-65 Explain the expression, “fall from grace.” for Biblical Literacy in Secondary Education
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Biblical Themes and Characterization in Milton’s Paradise Lost What does the “Almighty Power” do to the Serpent? What is the Serpent’s condition in Hell? How is God “omnipotent”? Explain the expression “confounded though immortal.” 1 Lines 61-90 Explain “darkness visible.” Contrast heaven and hell. To whom does Satan speak first? Explain the expression, “…but Oh how fallen!” Why does Satan say, “…now misery hath joined in equal ruin…”?
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1. Based on this analysis of Satan in Book-I in Milton’s Paradise Lost, Satan is a type of political leader. The character has political oratory skills. Satan’s speeches are the key to his character. According to the article, his speaking skills surpass the best of the speeches of the ancient Romans. Rhetoric is the art of effective or persuasive speaking or writing. Rhetoric involves the use of figures of speech. In Milton’s epic, Paradise Lost, Satan is the leader of the rebel-angels in Heaven. Milton’s Satan is the uncrowned monarch of Hell. The expression that the fallen angels no longer have access to the “happy fields, where joy forever dwells” means that the fallen angels can never visit earth again. Satan does not have to worry about keeping the loyalty of the fallen angels. In the poem, Satan uses his high-pitched oratory skills to win the loyalty of the other fallen angels. The expression, “pathetic grandeur” implies that one may receive admiration even when he is in a pitiful state. The character, Satan, has a lofty position although he is in a state of sufferance and ruined splendor. All the rebel angels find themselves in a fallen stupor. A stupor is a state of near-unconsciousness or insensibility. Beelzebub is Satan’s first lieutenant. Satan must find out if his compeer has changed his feelings. Satan’s first oration reveals him to be both a defiant rebel and a great leader. With a fearless attitude, he encourages and sympathizes with his followers. Throughout the speech, he refuses to admit the might of God.
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Indicate whether the following statements are (A) TRUE or (B) FALSE?
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Study Questions Directions (Assignment 2): Read “Satan’s Speeches in Paradise Lost Book-I” (https://wandofknowledge.com/speeches-ofsatan-in-book-i-of-paradise-lost/).
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26. Satan suggests that for the present, he and his angels may have lost the field, but that does not mean that they have lost the entire war.
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
21. Satan has nothing but scorn for God whom he believes has dismantled his merits in the eyes of his followers. He defiantly refers to himself as the “tyrant of Heaven.”
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27. He asserts that the “will” is unconquerable.
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33. He plans that all the fallen angels should reassemble and consult about the future overthrow of their enemy, God. He plans to recover from their loss. Satan shows a high degree of self-confidence and boldness.
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23. Satan’s “high disdain” and “sense of injured merit” have overtones of the ridiculous. His argument against God seems weak and childish.
31. Guile is a type of deceit.
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32. In the second speech, Satan proposes that if God tries to turn evil into good, the fallen angels must foil his attempts and turn all good to evil.
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25. He argues that a single victory does not permanently ensure God’s victory.
36. In the third speech, Satan wins over Beelzebub and puts new courage in him. To avoid the presence of God, he welcomes the dismal horrors of the infernal world. For him, hell is as good a place as heaven. Satan shuns the brightness of God’s goodness. His mind stays unchanged by place or time. When he says that it is “better to reign in Hell than serve in Heaven,” he is submissive. “Farthest from Him is best” is a statement of open resistance and of moral detachment. “Receive thy new Possessor” is characteristic of the Satanic mind to replace God’s lordship. The speeches of Satan are ironic in that he himself is guilty of the accusations that he voices against God. The melodramatic line “Better to reign in Hell than serve in Heaven” shows a mixture of pride and spite. In the fourth speech, Satan directly touches the fallen angels’ ego by calling them, “Princes, Potentates, Warriors, the Flower of Heaven.” “Potentates” are rulers, especially those in autocratic positions. He urges them to “wake, arise or be forever fallen.” In his portrayal of Satan, Milton uses sarcasm to display Satan’s hatred and defiance toward God. Satan’s oratory skills are so strong that he arouses the fallen angels from their stupor. A display of pride from having so many companions is in Satan’s fifth speech.
28. In the context of this writing, willpower is firmness of purpose. He intends to study ways to gain the favor of God. Satan’s intention is to fight God outright or to use guile.
43.
38.
46.
41.
Biblical Themes and Characterization in Milton’s Paradise Lost For Reflection: Explain the expression “heroic brokenness” in relation to Milton’s depiction of Satan in Paradise Lost. (Write five-eight sentences.) Edit your writing to correct errors. Post your work on the discussion board. Label the post: A Reflection of the “Heroic Brokenness” of Milton’s Satan.” A Closing Thought: “Do not forsake wisdom, and she will protect you; love her, and she will watch over you. The beginning of wisdom is this: Get wisdom, though it cost all you have, get understanding.” (Proverbs 4:6-7) Academic Initiatives for Biblical Literacy in Secondary Education 144
LESSON TWENTY-TWO DIDACTIC ETHICAL VIEWS OF GENESIS 1:27 (IN JEWISH TRADITION)
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Expected Learning Outcomes: At the end of the lesson, students will be able to: share a dialogue with people of varying views or with those who see the world differently.
ExcerptsMaterials: : Torah Book & Portion, Book of Genesis, Bereishit (Genesis 1:1-6:8), Source Book Keys, TELVOL1 Academic Initiatives for Biblical Literacy in Secondary Education
give students opportunities to defend her own recommendations/ positions.
allow room for multiple truths and take part in discussions that can help them learn and grow.
Lesson Overview: Indirectly and directly, literature teaches ethics. This lesson allows students to read and analyze excerpts of Jewish classical and modern ethical literature related to Genesis 1:27. The original writings are in book form and serve the purpose of instructing the Jews in religious and moral behavior. Methodically structured, the components of each chapter or section explain the ideal ways of living and show how to achieve moral virtue based on the author’s systematic categories. Exposure to didactic ethics writings allows students to understand their own values and beliefs while considering the experiences, desires, and values of others in a global society. Students will examine ethical principles found in classical and modern Jewish literature related to Genesis 1:27.
Learning Objectives: The goals of the lesson are to: increase ethical sensitivity through the study of biblical literature.
raise ethical issues and allow students to explore answers/solutions that reflect higher order thinking and sound reasoning.
Duration: 2-4 hours
Procedure: The following passages are excerpts from Jewish classical and modern ethical commentaries. Each passage relates to the Book of Genesis. Read the passages and respond to the study questions. Passage One Jewish ethicists searching for universal norms within Jewish tradition will be drawn first to that body of norms specifically designated as binding upon all people… Among these laws one stands out as pertinent to issues of medical ethics, namely the prohibition against bloodshed. The rationale for this prohibition is twofold. First, it represents a fundamental requirement for a stable society. Natural tendencies toward hostility and violence must be curbed to permit the flourishing of human relationships and social institutions. Second, the prohibition against murder follows from the view that all human beings are created in God’s image. As [Genesis Rabbah 34:14] put[s] it, “whoever sheds blood it is as if he diminished the Divine likeness because…”in the image of God he made man.’
8. Healthy relationships among humans strengthen a society.
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4. Positive social behavior depends on normative information across cultures.
6. Protecting the lives of people adds stability to the world.
9. Shedding human blood lessens the significance of the divinity assigned to humans.
3. What other members of their society judge can predict positive social behavior of people to be the correct.
PASTIMP 210-11 Study Questions: Based on the passage above, are the following statements (A) CORRECT or (B) INCORRECT?
5. Saving human lives is an essential part of medical ethics.
7. Based on the passage, by nature, humans are hostile and violent.
Didactic Ethical Views of Genesis 1:27 ( tradition-places-strong-emphasis-onhttps://mussaria.org/Excerpt-Browser/genesis-chapter-1-verse-27-image-gen125-jewish-)
Booklet: THE ETHICAL TORAH: THE SAGES SPEAK No. 2 in series “LET US MAKE MAN IN OUR IMAGE” Genesis 1:26-28 eBooklet.hash2.pdf(https://mussaria.org/Portals/0/adam/Content/__np4hAFsk6Uot7SlMebbQ/Link/)
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1. An ethicist is one who specializes in moral principles.
10. According to the passage, humans have God-like qualities, and likening humankind to God is not irrelevant. Academic Biblical Literacy Secondary Education 146
2. Social norms play a key role in motivating human cooperation.
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7. God’s judgment and compassion are essential parts of His Creation.
3. God exacts judgment so that no one will ever break His laws.
1. The writer proposes that God created the world to exercise His judgment.
9. Based on the passage, God chooses strict judgment over mercy.
Passage Three The Rabbis teach that God created repentance even before He created the world. God knew that He would endow human beings with free will, which they would sometimes misuse. Thus, God needed to provide
4. Based on the passage, humanity cannot survive strictly by God’s judgment.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
2. According to the passage, the nature of God’s laws is unchangeable.
5. The writer proposed that extremely stern discipline will erase man’s free will, learning, change, and growth
Passage Two Tradition teaches that God’s original intention was to create the world solely with the attribute of judgment. We can still see the results of this intention because the fundamental laws of nature are themselves immutable. If you put your hand in fire, it will be burned, no matter what you might say or think. A world created according to the quality of judgment requires that everything be a specific way, with no deviation whatever. But we are told that God realized that the world (and especially people) could not survive if the world were set up so that strict justice was exacted instantly for every error or wrongdoing. A world run only according to the principle of stern justice would leave no room for free will, learning, change, or growth, because mechanical rules would meet out the results instantly and without variation. To forestall such an insufferable rigidity, God included the attributes of compassion as an essential feature of creation, right alongside judgment. … God reflected, “If I create the world with only the attribute of compassion, no one will be concerned for the consequences of their actions, and people will feel impunity to act badly. But if I create the world with strict judgment alone, how could the world endure? It would shatter from the harshness of justice. So, I will create it with both justice and compassion, and it will endure.” Rashi. (Genesis Rabbah 12:15. MORINIS 77-78) Study Questions:
6. God completely exchanged unbearable judgment for compassion toward humanity.
8. Humans will feel exempted or free from punishment, harm, or loss if God withdraws all judgment.
10. Justice tempered with mercy improves the hardness of the punishment.
2. In Judaism, humans, formed in the image of God, have a divine spirit. Jews believe that humanity is the crown of God's creation. In the Jewish culture, the person who refrains from wrongdoing and tries to do what is right is righteous. To Jews, man is “in the image of G-d” not in his outward form, but by how he behaves. Jews believe that human beings should be creative like the God of Creation.
8.
3. The passage suggests that God knew that when humans misuse their free will, He would have to make amends or reparation for their actions.
7. To Jews, humanity should complete God’s unfinished artistic masterpiece-the human person. In Jewish culture, ethics is a way in which one creates life as a work of art. Jews believe that there is a single standard of ethics to measure the correctness of human conduct. Human values derive from religion, social customs, and conventions. Both economic and geographic needs shape the values of humans. To Jews, perfection is an abstract term subject to development and change.
12.
4. When one makes amends, he compensates for the misdeed.
2. Based on the passage, from the beginning, God knew that He would provide humans with a free will that they would misuse.
1. The foundational ethical tradition of Judaism rests on the sacredness of each individual human being.
3.
11.
Respond to the study questions. Study Questions Based on the assigned reading, are the following statements (A) TRUE or (B) FALSE?
9.
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Read THE ETHICAL TORAH: THE SAGES SPEAK No. 2 in series “LET US MAKE MAN IN OUR IMAGE” Genesis 1:26-28. eBooklet.hash2.pdf(https://mussaria.org/Portals/0/adam/Content/__np4hAFsk6Uot7SlMebbQ/Link/ )
4.
6.
5.
Extended Directions:Learning:
1. The action of repenting is showing sincere regret or remorse for a wrongdoing.
10.
5. According to the passage, God supported humans’ atonement by allowing repentance.
Didactic Ethical Views of Genesis 1:27 humankind with a way to atone for and correct wrongful behavior. Without a process such as teshuva (repentance), even good people would be overwhelmed by guilt, both toward God, Whose laws they had broken, and toward those whom they had hurt. TELVOL 1:151 Study Questions:
25. Jews believe that to insult another person is to affront God.
15. Because of the Decalogue, Jewish, Christian, and Islamic ethics are the same.
16. Jewish ethics are primarily based on the Hebrew Scriptures.
32. In Jewish tradition, killing one person is also killing all his or her potential descendants.
23. The Torah teaches that humanity’s ability to make moral judgments enables a person to judge one’s own actions and those of others.
29. To Jews, the ability to think and speak is a divine attribution.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
24. Based on Genesis 1:27, the Torah’s acknowledges that humans can love, just as God does.
28. The Torah demands that the executed body of a person for a capital crime be removed from the place of hanging by morning out of respect for the divine image.
(Write five-eight sentences. Edit your writing to correct errors. Post the reflection on the discussion board. Label the post: The Value of Human Life.) Biblical Literacy
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18. In Jewish tradition, Genesis 1:27 heightens the degree of concern and respect that humans must show in relation to his fellowman.
22. In Jewish thought, the expression, “in God’s image” means that human beings are like God in that they know good from evil.
31. Jews believe in the biblical account that God created humanity in His divine image and in the image of Adam.
35. Thinking that the world exists for one’s sake can produce arrogance.
21. In literature, pagan gods behave like humans in that they engage in warfare, pursue their lusts, and commit murder.
30. In Jewish thought, humans resemble God, as well as the animals below them.
19. Genesis 1:27 imposes on man the duty to express his godliness by imitating the divine qualities attributed to God in the Scriptures.
33. To Jews, someone who saves an individual “saves an entire world.”
34. Jews believe that the fact that each of us is unique imparts to each of us immense value.
27. Jewish ethics teach humans not to recoil from a deformed or incapacitated person, but to embrace the divine image within the person.
For Reflection: Explain the statement “Killing one person is also killing all his potential descendants.”
26. In Jewish tradition, people must treat others with respect, recognizing everyone’s uniqueness and divine worth.
17. Genesis 1:27 predetermines the structure and evolvement of Jewish culture.
13. The Jewish culture has a uniform standard of ethics.
20. In Jewish tradition, Genesis 1:27 marks a radical departure from pagan theology.
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14. Major religions have accepted the Jewish Decalogue, or the Ten Commandments, as the foundation of morality.
Didactic Ethical Views of Genesis 1:27 A Closing Thought: “Ethics, too, are nothing but reverence for life. That is what gives me the fundamental principle of morality, namely, that good consists in maintaining, promoting, and enhancing life, and that destroying, injuring, and limiting life are evil. “ –Albert Schweitzer Academic Initiatives for Biblical Literacy in Secondary Education 150
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Academic Initiatives for Biblical Literacy in Secondary Education 151
recognize and define literary terms (themes/plots) common in biblical text.
synthesize information from various sources.
make inferences and draw conclusions based on explicit and implied information using evidence from the text as support.
Duration: 3-4 hours Materials: Academic Initiatives for Biblical Literacy in Secondary Education
use information in biblical resources to support analysis, reflection(s), and research.
Expected Learning Objectives At the end of this lesson, students will:
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Lesson Objectives: Students will: use online Bible study tools to access, read, interpret, and explain information.
LESSON TWENTY-THREE THE GENESIS METANARRATIVE (CHAPTERS ONE THROUGH ELEVEN) Beginning with the Creation narratives, the Book of Genesis gives an account of how the universe came into existence. The early chapters also focus on humanity’s proliferation of rebellion against God, their Creator. After gaining the knowledge of good and evil, humans live in disharmony with God and among themselves. The humans’ proclivity to evil soon leads humans to a steady decline from their original state of goodness. Disobedience leads to widespread conflict, violence, and death throughout the earth. The themes of human rebellion against a faithful God, consequential judgment, human remorse, and God’s grace unify the narratives in Genesis, Chapters 1-11. This lesson gives students more insight into the underlying plots and messages conveyed in the stories.
discuss literary elements found in biblical text, including common unifying themes (metanarratives).
draw conclusions and make inferences from primary and secondary sources.
edit writing to correct errors.
Key Concepts: historical narratives, primeval, human proclivities, plots, theme, rebellion, disharmony, divine judgment, grace, repentance, metanarrative
state the writer’s intended purpose for writing the text.
share information about assigned biblical themes logically and accurately.
recognize and understand common themes in biblical literature.
2.
3.
10. True or False? In Genesis, Chapter 4, humans build corrupt and sinful cities that are offensive to God.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Genesis 1-11 Study Guide by the Bible (https://d1bsmz3sdihplr.cloudfront.net/media/Study%20Notes/1-Genesis-Pt.-1-Study-Guide.pdfProject
11. True or False? Another name for God is “Yahweh.”
Procedure: Use the study guide on Genesis, Chapters 1-11 by the Bible Project to respond to the following study questions (https://d1bsmz3sdihplr.cloudfront.net/media/Study%20Notes/1-Genesis-Pt.-1Study-Guide.pdf). How does Yahweh create a good world by bringing forth order and beauty? What is the Hebrew word for “image” and what does it mean? Who or what are “divine image bearers”? (Genesis 1:26-30, 2:15)
8.
7.
1.
12. True or False? Yahweh wants a personal relationship with humans in Genesis, Chapters 1-4.
13. True or False? Yahweh brings justice on mankind’s rebellion in Genesis, Chapters 311.
16. Which of the following DOES NOT occur in Genesis, Chapter 6? a. “The sons of God” interact with humans. b. Spiritual beings disrupt God’s hood order. c. Humanity becomes become morally corrupt. d. Humans ruin God’s good world. e. All the above occur in Chapter 6.
15. True or False? In Genesis, Chapters 3-11, Yahweh promises future blessing for His world.
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17. True or False? In Genesis, Chapter 11, humans turn to technological progress. Biblical Literacy Secondary Education
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9. Which of the following is not a theme in Genesis, Chapter 3 and 4? a. Suspicion of God’s goodness b. Self-deception c. The quest for wisdom and goodness independent of God d. Jealousy and violence e. All the above are themes in Genesis, Chapters 3 and 4.
14. True or False? In Genesis, Chapters 3-11, Yahweh offers unmerited divine aid to humans for their regeneration or sanctification.
5.
6.
4. Fill in the blank: An “image” is a physical representation that points to another person or____________. How does the term “image” relate to humans in Gen. 1:26-30? What are humans assigned to do in Gen. 2:15? What factors lead to the fracturing of the divine-human relationship and the ruin of human relationships on all levels in Genesis, Chapter 3? True or False? The stories in Genesis 3-11 explore the various sides of human sin and its consequences.
)
Genesis as A Metanarrative (Chapters One Through Eleven)
19. True or False? In Genesis, Chapter 11, arrogance, and autonomy motivate the humans.
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18. True or False? The “Tower of Babel” narrative records a scattering of the people because of their defiance toward one another.
Socrates Academic Biblical Literacy
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20. True or False? The “Tower of Babel” narrative is a continuation of the theme of human rebellion against their Creator and the consequence of their defiance toward God.
A Closing Thought: “I cannot teach anybody anything. I can only make them think.”
For Reflection: The first eleven chapters of Genesis hold profound insights into the divine story between God and humankind. What are the main ideas and/or lessons learned from reading these narratives? Give specific details and scripture references. (Write five-eight sentences. Edit writing to correct errors. Label the post: A Reflection on Genesis 1-11. Post the response to the discussion board.)
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LESSON TWENTY-FOUR INTRODUCTION TO PATRIARCHAL NARRATIVES (GENESIS TWELVE THROUGH TWENTY-THREE)
interpret the Hebrew Bible while allowing for use of figurative language.
interpret the author’s intended meaning of biblical text. decide the meaning of words and phrases based on the context of the passages.
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Key Concepts: saga, Hebrew patriarchs, monotheistic religions, Semitic, covenants, Hebrew customs/traditions, foreshadowing biblical marriage customs, ancient Hebrew burial customs, dispersion
draw conclusions and make inferences from primary and secondary sources.
Lesson Overview: Chapters 12-50 of the Book of Genesis recount the birth of Israel as a nation. The sagas of Abraham, Isaac, and Jacob, along with the story of Joseph, constitutes the second division the Book of Genesis. Abraham, originally called Abram, is the first of the Hebrew patriarchs. These patriarchal narratives focus on Abraham, Sarah, and their descendants. In short, God calls Abraham, Sarah, and their family to leave their homeland for the new country. God promises to make the descendants of Abraham into a great nation. The Israelite patriarch Jacob (renamed Israel) is an important figure in the three largest Abrahamic religions Judaism, Christianity, and Islam. This lesson focuses on the literary and historical aspects of the first part of the Abraham saga.
Expected Learning Objectives At the end of this lesson, students will: interpret the author’s intended meaning of biblical text.
make inferences and draw conclusions based on explicit and implied information using evidence from the text.
share information about assigned biblical themes logically and accurately.
Lesson Objectives: Students will: use online Bible study tools to access, read, interpret, and explain information.
distinguish between various biblical literary genres, including historical narratives. use information found in online biblical resources to support analyses, reflection(s), and research.
Procedure:
Duration: 3-4 hours Video: Genesis 12-50 by the Bible Project (https://bibleproject.com/explore/video/genesis-12-50/) Video: Genesis Abraham and Sarah | Full https://www.youtube.com/watch?v=4BRQUC30RdQSeries
Respond to the study questions in full sentences. If you have questions about the assignment(s), post them on the discussion board, and wait for the instructor’s clarification. Write key points in your notebook and study the notes for future discussions and assessments. Respond to the reflection(s). Use your computer’s editing capability to correct writing errors. Post your reflection on the discussion board. Label the reflection “A Reflection of the Patriarchal Hebrew Narratives (Part One). Genesis, Chapters 12-23 Title of Narrativethe Literary Themes Summary Study Questions “The Call of (Gen.Abram”12:1-20) Obedience Faith andbetweenrelationCovenantGodman wanderingsMan’s Without any biblical explanations, God calls Abram to leave Haran and go to Canaan. This call connects to promise that God will make Abram into a great nation through whom all the nations of the earth 1. Where is Abram living when he first encounters God. 2. What does God instruct him to do? 3. What does God promise Abram? 4. Why does Abram Academic Initiatives for Biblical Literacy in Secondary Education 157
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S decide the meaning of words and phrases based on the context of the passage. interpret the Bible literally while allowing for normal use of figurative language. distinguish between various biblical literary genres, including patriarchal narratives.
Materials:
Lecture: Abraham, Sarah, and https://online.hillsdale.edu/landing/genesis?email=wilmaforeman%40yahoo.comHagar Website: The Story of Abraham https://www.israel-a-history-of.com/story-ofabraham.html Read Genesis, Chapters twelve through twenty-three in any Bible translation. Watch the video(s): (1) Genesis 12-50 by the Bible Project (https://bibleproject.com/explore/video/genesis-12-50/) Genesis Abraham and Sarah | Full Series (https://www.youtube.com/watch?v=4BRQUC30RdQ)
and
In this narrative, God sets up a covenant with Abram and his descendants. This covenant goes beyond the promise made with Noah. Abram’s descendants will be as multifold as the stars.
Sarai, Abram’s wife, continues to be barren despite God’s promise to Abram. Following an ancient Near Eastern custom, she suggests that Abram takes her maidservant, Hagar, and impregnates her. Abram concurs, and Hagar bears Ishmael. Afterward, a personal hostility develops between Sarai and Hagar, and Hagar flees Sarai’s harshness. God speaks to Hagar in a vision and sends her back to Sarai with her
Covenant“God’swithAbram"(Gen.15:1-17:27)
5. Why does Abram settle near Egypt?
“Hagar (Gen.Ishmael”and16:1-16)
7. Why does God set up a covenant with Abram in this part of the narrative?
8. Discuss personalitytheflaws in the characters in Genesis, chapters 12-16.
Human Flaws Ancient CustomsHebrew Human Strife Behavior Consequenceand Oppression Mercy Ancient TraditionsMarriageHebrew
9. Discuss problemsolving skills in ancient societies.Hebrew
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10. What were the roles of women in Ancient Hebrew culture? Academic Initiatives for Biblical Literacy in Secondary Education
The Biblical Theme of Covenants Human Fears InterventionDivine would receive blessings (12:2-3). Trusting and obeying God, Abram and his family set out for the land of Canaan. Arriving in Shechem, he builds an altar to the Lord in the region of Bethel. Abram, however, does not settle in the land of Canaan. He continues his wanderings further south and west as he heads toward Egypt. The region in Canaan is experiencing a famine, but Egypt is still fertile and moist. It is in Egypt that Abram lies about his wife and claims that she is his sister because he fears the Egyptians. build an altar in Shechem?
● Covenants ● Faith ● Obedience ● Divine Promises
6. What are the character traits revealed in Abram’s actions?
11. What was societies?ancientcircumcisionsignificancetheofinHebrew
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S son. He promises that her son, Ishmael, will become great.
19. How is the theme of preservation of the righteous related to the theme of good versus evil?
14. How is ofvisitorshospitableAbrahamtotheinthispartthenarrative?
Covenants Name-changing Unbelief Human Rituals Divine Promises God affirms that He will be the God of Abram and his descendants. As a token of this new relationship, God changes Abram’s name to Abraham (17:5), and Sarai becomes Sarah (17:15). God promises that despite their advanced age, the two will conceive a son. God promises that Abraham’s successors will be the descendants of Isaac, not Ishmael. The central requirement of the covenant is the circumcision of the Hebrew males, an act regarded as evidence of being a member of the covenant people of God.
17. How does Sarah respond to the visitors’ promise?
18. What will happen to the cities of Sodom and Gomorrah?
“The (Circumcision”CovenantHebrewAncientofGen.17:1-27)
15. Why do strangersthecome to the region?
12. What was name-changingsignificancetheof in biblical times?
20. Who is Lot, and how does he treat the
Ancient HospitalityHebrew CustomsBiblical FallibilityHuman PromisesDivine forConsequencesBehavior
Biblical Places
13. How is the character of God revealed in His interactions with Abraham and his family? “Sodom (Gomorrah”andGen.18:1-19:38)
Three visitors in the form of angels visit Abraham. Although he has no idea who they are, he shows traditional Near Eastern hospitality by ensuring that their feet are washed and dried, and that food and drink are prepared. The purpose of the visit is to reassure Abram’s wife Sarah that she will indeed conceive, although she and her husband, Abraham, have grown incredibly old. Sarah laughs at the promise. As the visitors prepare to leave, they make it clear that the city of Sodom, notorious for wickedness and marked for destruction. In a dialogue with one of the angels,
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16. What do they reveal to Abraham?
strangers? 21. Why does Lot’s wife become a pillar of salt?
24. What are consequencesthe of human misbehavior?
23. How does this narrative show human weaknesses?
This Hebrew narrative focuses on the fulfillment of God’s promise to Abraham and Sarah. Isaac is born (21:17). In keeping the covenant set up with God earlier, Abraham circumcises Isaac. The birth of 26. How is Isaac’s name significant to the storyline? 27. How does Isaac’s birth alienate Sarah and Hagar? 28. How does the writer Academic Initiatives for Biblical Literacy in Secondary Education 160
25. How do humans behave in the narratives when given too autonomy?much Genesis, Chapters 21-23 “Isaac is (Gen.Born”21)
22. What are Lot’s character flaws?
The Biblical Theme of Covenants “Lot’s Wife” (Gen. 19) Abraham pleads for the city. The theme of the conversation is the preservation of the righteous (KJV). The narrative then moves to Sodom, where Lot, Abraham’s nephew, is sitting in the gate of the city when the angels arrive. (This suggests that he was a prominent figure in the city because the city gate in ancient Israel was a location for dispensing justice and managing local issues.) Lot is hospitable, but the other inhabitants of the city threaten to rape the visitors when they find them in Lot’s house. Lot and his family rush out of the city to avoid its destruction, and they find safety in the nearby town of Zoar (19:2022). The story continues with Lot’s wife turning back to look at the burning city and turning into a pillar of salt. At the end of the narrative, Lot’s daughters, hoping to ensure the continuation of the family line, make their father drunk and seduce him (19:30-38). They each bear a son out of the incestuous incident.
Divine Favor RelationshipsCovenant Sacrifices Testing of Faith Alienation
2. Which of the following statements is NOT CORRECT?
A. Abraham’s family lived in an interactive society.
C. Without knowing the outcome, Abram leaves his home and trusted God to lead the way to the “Promised Land” (Canaan).
(Gen.ofand“(Gen.Tested."Faith"Abraham'sis22)TheDeathBurialSarah”23)
1. Which of the following statements is NOT CORRECT?
D. The traveling clans consisted of various levels of family, servants, slaves, livestock, animals, and all other possessions.
Directions: Write down the statements in each set that is NOT CORRECT.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
Family Strife Obedience DevotionSpousal Death CustomsBurialAncient Isaac, however, alienates Sarah and Hagar. As a result, Hagar and her son must leave, yet they receive divine favor in the wilderness.Godtests Abraham’s faithfulness and obedience by asking him to offer Isaac as a sacrifice. Instead of sacrificing his son, Abraham God supplies Abraham a ram caught in the thorns (22:13). Abraham offers the ram as the sacrifice, and God assures him of his future greatness. Sarah later dies in the region of Canaan, occupied by the Hittites. Abraham, a “stranger and an alien,” in the land, has no rights. He finally buys a part of the land as a burial site for his wife, and Sarah. He buries her in a cave in a field in Canaan. depict the personalities of Hagar and Sarah?
B. Living a prosperous life in a place called Ur, he travels to a foreign land.
30. How does the idiom “There’s a ram in the bush” connect the Hebrew Bible to western culture?
A. Abraham, originally named Abram, is the perfect example of faith and trust in God.
E. All the above statements are correct.
Study Questions/Activities (The Story of Abraham-https://www.israel-a-history-of.com/story-of-abraham.html_)
D. God promises that Abraham will become the father of nations.
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B. His tribe was a wandering clan. C. They usually settled near urban areas.
29. Define “divine favor” and tell how Hagar receives it.
C. The ancient tribes were heavily populated.
5. Which of the following statements is NOT CORRECT?
E. All the above statements are correct.
D. The travel patterns described in Genesis are consistent with the discoveries of historians and archaeologists about the history of ancient Near East.
D. Abraham was a semi nomad.
B. In ancient the Near East, caravans traveled from East to West, moving directly through the heart of the Arabian desert.
E. All the above statements are correct.
The Biblical Theme of Covenants
D. They engaged in business activities from place to place.
A. Aramu and Habiru people lived outside the typical structure of settled civilization.
A. The narrative in Genesis suggests that Terah is the first receiver of God's call to leave Mesopotamia. Academic Initiatives for Biblical Literacy in Secondary Education 162
8. Which of the following statements is NOT CORRECT?
E. All the above statements are correct.
B. Terah, Abraham’s father, was a known idolater.
E. All the above statements are correct.
B. These terms describe semi nomads.
C. An idol is an image or representation of a god used as an object of worship.
E. All the above statements are correct.
A. The term Arab originates from the expressions Aramu and Habiru.
B. Ancient tribes traveled near ample water supplies.
A. During Abraham’s times, clans were wealthy and powerful.
7. Which of the following statements is NOT CORRECT?
6. Which of the following statements is NOT CORRECT?
C. Indigenous nomads and semi nomads left an imprint on the land.
E. All the above statements are correct.
D. An idolator is a person who worships an idol or idols.
B. The caravan routes were more dangerous than other routes of travel.
4. Which of the following statements is NOT CORRECT?
C. The routes that the caravans traveled connected Mesopotamia directly to Canaan.
C. The Book of Genesis narrates the story of Abraham and his father, Terah, as they travel northward alongside the Euphrates River.
D. Another term for “Aramean” is “Hebrew.”
A. Caravans are companies of travelers that journeyed through deserts or hostile regions.
3. Which of the following statements is NOT CORRECT?
A. The caravan routes were shorter than the courses that the tribes or clans followed.
B. Various traditions and stories in Sumerian mythology are parallel accounts of the Hebrew Bible stories.
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C. The story begins with God's call for Abram (Abraham) to leave his "father's household" and travel toward the land of Canaan.
A. The story of Abraham starts in Mesopotamia.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
B. Scholars have dated the story of Abraham as recorded in Genesis as occurring during the reigns of Ur-Nammu and Hammurabi.
D. The names mentioned in the Abrahamic narrative correspond with names found throughout northwestern Mesopotamia.
A. Based on Abrahamic legend, Terah was loyal to the polytheistic system of religion in Babylon.
A. The story of Abraham and his arrival in Canaan have been associated with northwestern-speaking Semitic peoples.
E. All the above statements are correct.
11. Which of the following statements is NOT CORRECT?
A. The Book of Genesis has names from both the Pre- and Post-Flood eras.
B. According to the narrative, Terah does not obey God, and stops in Haran.
C. This period was the Middle Bronze Age, from between 2100-1550 B.C.E.
E. All the above statements are correct.
C. Haran was once the capital of the Islamic empire in the eighth century AD.
E. All the above statements are correct.
B. The term Semitic relates to a family of languages that includes Hebrew, Arabic, and Aramaic and certain ancient languages such as Phoenician and Akkadian.
D. Hammurabi was the sixth king of the First Babylonian dynasty of the Amorite tribe, reigning from c. 1792 BC to c. 1750 BC.
E. All the above statements are correct.
12. Which of the following statements is NOT CORRECT?
D. The exact date of Abraham’s life is still unknown.
D. The expression Afro-Asiatic refers to languages spoken in the Middle East and North Africa.
9. Which of the following statements is NOT CORRECT?
10. Which of the following statements is NOT CORRECT?
B. Terah’s settlement in Haran was a sign that he lacked the strength of character that Abraham displayed.
C. These languages make up the main subgroup of the Afro-Asiatic family.
E. All the above statements are correct.
D. Remains at the site today belong to the Islamic town, Haran, from the 12th and 13th centuries AD.
C. The Mesopotamian culture affected the life of Abraham.
E. All the above statements are correct.
A. Shem was the son of Noah through whom God's promised that the "seed of the woman" would transfer to further generations (Gen. 3:15).
13. Which of the following statements is NOT CORRECT?
C. In biblical tradition, the "seed of the woman" foretells that the Son of God will conquer death, hell, and the grave.
16. Which of the following statements is NOT CORRECT?
E. All the above statements are correct.
B. The term antediluvian means “belonging to the time before the biblical Flood.”
B. In Christian tradition, the "seed of the woman" foreshadows the virgin birth of Jesus Christ.
D. Abram (Abraham) is the one through whom God chooses to give birth to the nation of Israel.
E. All the above are true.
A. Genesis 11:10-26 traces Abraham's lineage from the ante-diluvian Patriarch Noah.
17. Which of the following statements is NOT CORRECT?
C. According to Genesis 11:28, Haran, Abram’s brother, dies before "his father Terah in the land of his nativity, in Ur."
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15. Which of the following statements is NOT CORRECT?
The Biblical Theme of Covenants
D. The “seed of the woman” alludes to God’s punishment of the serpent in Genesis, Chapter Four. E. All the above are true.
B. The chronologies of Abraham’s birth are highly debatable.
C. Abram and Sarai (Sarah) are childless at the beginning of the narrative.
C. Feiler compares Abraham in the Bible to Abraham in the Quran.
B. All three religions trace their origins to Father Abraham.
A. In his book Walking the Bible, best-selling author Bruce Feiler explores the spiritual roots of Abraham through the eyes of each of the major three world faiths: Judaism, Christianity, and Islam.
D. In the Abrahamic biblical narrative, God continues the literary pattern (theme) of making covenants with humans.
D. Christianity has a Jewish beginning.
A. The first mention of Abram (Abraham) in the Hebrew Bible takes place in Genesis 11:26. B. Abram has two brothers, Nahor and Haran.
14. Which of the following statements is NOT CORRECT?
A. Chronologies place Abram’s (Abraham's) birth about three hundred years after the flood.
C. Abraham is a direct descendant of Shem, Noah's son.
D. Ur, in this era of history, is a great city, an extremely popular and busy seaport
C. Haran is visiting his father in Ur when he dies.
D. Abram's family came from Ur, although the reader can infer that his brother Haran lived elsewhere.
B. Lot becomes closely attached to his uncle Abram and leaves the land of Ur with him to journey to the land of Canaan.
C. God's plan for Abraham and his family is to have a relational establishment with them by resettling them into a land called Canaan.
C. One can infer that Abram becomes Lot's guardian after his father Haran dies.
D. All the above are true.
B. The Genesis story records that Haran dies while Terah, the father, is still alive.
D. The ancient city state Ur was a Babylonian, or Chaldean city.
D. Lot is Haran’s son, Abraham’s nephew.
C. Sarai (later Sarah) is both a wife and half-sister to Abram (Abraham).
A. Genesis 11:31 tells of Abraham’s family obedience to God’s instructions.
B. At the beginning of the journey, Terah, the father, acts on pure human volition.
B. The biblical narrative about Abraham continues the pattern of God’s attempt to build a relationship with humanity.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
18. Which of the following statements is NOT CORRECT?
A. The city of Ur had a magnificent library, luxurious temples and royal palaces found throughout the city.
E. All the above are true.
B. Sarai, the wife of Abram, is also a daughter of Terah, but she is his daughter by another wife.
22. Which of the following statements is NOT CORRECT?
C. He heads toward Canaan under the guidance of God's Providence.
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A. Based on biblical tradition, Nahor (Abraham's other brother) marries their brother’s daughter, Milcah.
E. All the above are true.
20. Which of the following statements is NOT CORRECT?
A. Abraham’s brother Haran leaves behind only one son named Lot.
D. Terah’s extended family includes members from Haran's household who have remained in Ur after their father's death.
21. Which of the following statements is NOT CORRECT?
19. Which of the following statements is NOT CORRECT?
E. All the above are true.
A. Haran leaves Ur and dwells in the land later named after him.
E. All the above are true.
A. In Genesis 11:31, Abraham and his family settle in Haran before they arrive in Canaan.
B. The land of Ur is modern Tall al-Muqayyar or Tell el-Muqayyar, Iraq.
23. Which of the following statements is NOT CORRECT?
) Directions: Select the best choice for each statement.
1. How do humans behave toward God in Genesis, Chapters 3-11?
b) They worship God wholeheartedly. c) They obey God. d) They act like God. e) none of the above
E. All the above are true. Study Questions (Video: Genesis 12-50 by the Bible Project) (https://bibleproject.com/explore/video/genesis-12-50/
24. Which of the following statements is NOT CORRECT?
a) The rebel against God.
C. Abraham’s family was active in commerce.
2. In Genesis, Chapter 12, God promises to make Abram’s name___________. a) difficult to pronounce. b) great. c) familiar. Academic Initiatives for Biblical Literacy in Secondary Education 166
25. Which of the following statements is NOT CORRECT?
E. All the above are true.
D. God calls Abraham and his family to an unfamiliar place.
B. Mesopotamia is the area between the Tigris and Euphrates Rivers
B. One can conclude that Abraham and his family left Ur in search of a better food supply.
C. Ur of the Chaldees (or Chaldeans) was a place in Mesopotamia.
A. Mesopotamia is the first place where complex urban centers grew.
C. The history of Mesopotamia connects to the modern nations of Egypt, Iran, and Syria.
D. The first cities, the first writing, and first technologies originated in Mesopotamia. E. All the above are true.
A. Ur of the Chaldees, the place where Abraham lived, would have had ample water and land for pasturing.
D. Mesopotamia is the “cradle of civilization.”
The Biblical Theme of Covenants E. All the above are true.
4. Israel is called a “Nation of __________.” a) Kings b) Priests c) Blessings d) Rebellion e) none of the above 5. Abraham, ____________, and Jacob are the first three patriarchs of Israel. a) Sarah b) Ishmael c) Isaac d) Hagar e) none of the above 6. Despite the failures in Abraham’s family, God is still_____________.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S d) the same as His. e) none of the above 3. Through Abraham, God plans to__________________. a) replace all humans b) bless all humans c) redeem all humans d) reject all humans e) none of the above
a) angry b) silent c) distant d) faithful e) none of the above 7. Abraham shows a character weakness when he lies about his______________. a) sons, Ishmael and Isaac b) wife, Sarah (Sarai) c) age and place of birth d) wife’s servant, Hagar e) none of the above 8. Abraham’s first son is ______________, a) Isaac b) Ishmael c) Jacob Academic Initiatives for Biblical Literacy in Secondary Education 167
The Biblical Theme of Covenants d) Esau e) none of the above God’s official commitment to Abraham is a _____________. a) relationship b) union c) covenant d) marriage e) none of the above 10. ________________is the sign of the agreement between God and Abraham. a) A star b) A handshake c) Bowing d) Circumcision e) none of the above 11. Jacob’s name means________________. a) deceiver or trickster b) prince c) Israel d) flight e) none of the above Jacob and his mother scheme to take Esau’s_________. a) life b) clothes c) birthright d) camels e) none of the above Jacob loves_____________. a) Leah b) Rachel c) Hagar d) Zil'-pah e) none of the above 14. Jacob’s name is changed after he_________________. a) blesses God b) wrestles with an angel c) sleeps under an olive tree d) tells his dream e) none of the above Academic Initiatives for Biblical Literacy in Secondary Education
9.
13.
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S 15. Jacob has ____________sons by four different women. a) four b) six c) twelve d) three e) none of the above 16. Ironically, Laban, Jacob’s______________, deceives him. a) brother b) friend c) uncle d) cousin e) none of the above 17. As a(n) ____________Jacob has power with GOD and men and prevails. a) king b) leader c) angel d) prince e) none of the above 18. Rachel and Leah are _____________. a) cousins b) concubines c) siblings d) Abraham’s wives e) none of the above 19. Esau is ________twin brother. a) Rachel’s b) Jacob’s c) Abraham’s d) Isaac’s e) none of the above 20. Ishmael is ___________half-brother. a) Isaac b) Laban c) Cain d) Abel e) none of the above 21. The name “____________” means “Wrestled with God.” a) Isaac Academic Initiatives for Biblical Literacy in Secondary Education 169
a) kill b) listen c) contend d) overcome e) none of the above 23. Jacob receives a wound in his thigh or__________. a) foot b) hip c) knee d) shin e) none of the above 24. Laban is the brother of________, who married Isaac and bore Jacob a) Isaac b) Rebekah c) Eve d) Abel e) none of the above 25. Another name for Jacob is__________. a. Isaac b. Abram c. Sarai d. Israel e. none of the above
A Closing Thought: ““Nobody ever outgrows Scripture; the book widens and deepens with our years.” -Charles Spurgeon Academic Initiatives for Biblical Literacy in Secondary Education 170
The Biblical Theme of Covenants b) Ishmael c) Cain d) Israel e) none of the above 22. Another word for “wrestle” is “_____________.”
For Reflection: If God's plan for Abraham and his family is to have a relational establishment with them by resettling them into a land called Canaan, what must the family learn about healthy relationships? (Write five to eight sentences. Proof-read your response before posting it on the discussion board. Label the post: A Reflection on Healthy Relationships.)
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Academic Initiatives for Biblical Literacy in Secondary Education 171
Lesson Overview: The backbone of the biblical storyline centers on covenants. Understanding the significance of covenants is essential to understanding the Hebrew Scriptures. The lesson gives students an extensive study about the major covenants in the Hebrew Scriptures that unite the individual narratives into one grand story. Students will learn (1) the meaning of covenants, (2) how biblical characters made covenants, (3) types of covenants, and (4) how religious scholars propose that the covenants were fulfilled in the New Testament in Christian Bibles.
Expected Learning Objectives At the end of this lesson, students will be able to: explain the meaning of words and phrases, such as covenants, based on the context of the passage.
distinguish between distinct types of covenants in Hebrew Scriptures. draw conclusions and make inferences from primary and secondary sources.
distinguish between various biblical literary genres, including patriarchal narratives.
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LESSON TWENTY-FIVE THE BIBLICAL THEME OF COVENANTS
interpret the Hebrew Bible while allowing for use of figurative language.
Key Concepts: covenants, The Adamic covenant, the Noahic covenant, protoevangelium, foreshadow, prophesy, symbolism, metanarrative, Old/New Testament, redemption
Lesson Objectives: Students will: use online Bible study tools to access, read, interpret, and explain information.
share information about assigned biblical themes logically and accurately.
Academic Initiatives for Biblical Literacy in Secondary Education
decide the meaning of words and phrases based on the context of the passages.
Duration: 3-4 hours
interpret the Bible normally while allowing for normal use of figurative language.
explain how the literary theme of covenants in the Book of Genesis in the Old Testament foreshadows the covenant relationship between Jesus and the church in the New Testament.
Procedure:
View the video(s). Respond to the study questions that follow. Write key points in your notebook and study the notes for future discussions and assessments. Respond to the reflection(s). Use your computer’s editing capability to correct writing errors. Post your reflection on the discussion board. Note: If you have questions about the assignment(s), post them on the discussion board, and wait for clarification. Study Questions (Video: If You Understand These 8 Bible Covenants then You Understand the ENTIRE Story of the Bible! by
by
) Based on the video, are the following statements (A) CORRECT or (B) INCORRECT? 1. A covenant is a binding agreement between two or more parties. Academic Initiatives for Biblical Literacy in Secondary Education 173
Video: Covenants by the Bible Covenants_Script-References.pdfhttps://d1bsmz3sdihplr.cloudfront.net/media/Script%20References/The-Project Video: How Is Jesus Shown in the Book of Genesis? By Josh shown-in-the-book-of-genesis.htmlttps://www.christianity.com/jesus/is-jesus-god/old-testament-prophecies/how-is-jesus-Moody Read the article “What is Protoevangelium?” by Mark Slick Respond(https://carm.org/about-theology/what-is-the-protoevangelium/)tothestudyquestions. Allen Parr (THE BEAT Allen Parr) (https://www.youtube.com/watch?v=tESRUiC3CFA
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Materials: Internet access/ a computer with editing capability Paper/pen Video: If You Understand These 8 Bible Covenants then You Understand the ENTIRE Story of the Bible! by Allen Parr (THE BEAT by Allen Parr) https://www.youtube.com/watch?v=tESRUiC3CFA Article: “What is Protoevangelium?” By Mark Slick (https://carm.org/about-theology/what-is-the-protoevangelium/)
3. This first covenant is the Edenic covenant.
20. God’s covenant with Adam is that if he does not eat of the Tree of the Knowledge of Good and Evil, then he will live forever.
The Biblical Theme of Covenants
23. If an agreement becomes null and avoid, it has no legal effect.
28. Enmity means intense hostility and means the state of being an enemy. Literacy
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17. In Genesis, Chapter 2, God gives Adamic dominion or rulership over the Garden of Eden.
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24. The Edenic covenant is conditional in that two parties meet the requirements of the contract.
11. God makes a covenant to be faithful to human beings even when they are unfaithful.
4. The Edenic covenant refers to the covenant made between God and Adam in the Garden of Eden.
5. Covenants can be conditional or unconditional.
9. In each of the biblical covenants, humans barter or negotiate with God.
13. During biblical times, a covenant involved killing animals.
.
14. Cutting an innocent animal was indicative of the seriousness of a covenant.
15. After cutting the animal in half, parties in the agreement would walk pass the bloody pieces to symbolize the value of the oath(s).
19. A stipulation is a condition or requirement as part of an agreement.
7. A unilateral covenant requires that only one party meets the requirements of an agreement.
16. The key word in the Edenic covenant is rulership or dominion
.
21. If Adam had obeyed God, he would have had eternal rulership and access to God’s presence.
12. The term covenant is associated with cutting.
22. Because Adam breaks the agreement, the covenant becomes invalid.
25. The key word in discussing the Adamic covenant is redemption
18. God’s instruction to Adam about eating from the Tree of the Knowledge of Good and Evil has a stipulation
2. In Genesis, Chapter 2, God makes the first covenant with Adam in the Garden of Eden.
6. A bilateral covenant is conditional covenant in which both parties must uphold the stipulations in the agreement or compact.
8. The unilateral covenants in the Bible usually originate from God.
10. The biblical covenants were replaceable.
26. Redemption is the act of saving or restoring.
27. God promises to redeem humans by crushing the head of the serpent, their enemy.
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48.
29.
36.
47.
33.
37.
44.
39.
45.
50.
53.
Academic
52.
30.
35.
175
40.
38.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Symbolically, the serpent is the Devil or Satan. Prophetically, in Christian tradition, Jesus will fulfill the covenant by crushing the head of the serpent’s offspring.
42.
43.
41. In the Abrahamic covenant, the key word is “restore.” The Abrahamic covenant connects to the Adamic covenant in which the key word is redemption. Redemption involves the action of regaining or gaining possession of something in exchange for payment or clearing a debt. Restoration relates to the act of returning something or someone to a former position. In the Adamic covenant, God wants to redeem humans. In the Abrahamic covenant, God starts the process of restoring the broken relationship between humans and himself. In Genesis 12:1-3, God promises Abram (Abraham land, descendants, and blessings. God promises to bless those who exalt Abraham and bring misfortunes upon people who curse him. The Abrahamic covenant is an example of how butchered animals stand for the solemnity of biblical covenants. God, in the semblance of fire and light, walks through the divided pieces of dead animals. In biblical text, Abraham walks pass the dead animals in the covenant between him and God. The Abrahamic covenant involves God and Abraham, but only God has an obligation to fulfill the pact. The narrator proposes that Jesus in the Christian Bibles is the ultimate fulfillment of the Abrahamic covenant. Initiatives for Biblical Literacy in Secondary Education
46.
51.
32.
34.
31. In Christian tradition, the expression “bruise his heel” refers to the crucifixion of Jesus that was excruciatingly painful. “Crushing the head” of the serpent symbolizes Jesus’ ultimate victory over death and sin. The Adamic covenant in unilateral. In the Adamic covenant, God stays committed to redeeming humanity. In the Noahic covenant, the key word is restraint. God retrains Himself from destroying humankind entirely because of their wickedness. God spares Noah’s family of eight. After the flood, God makes a unilateral covenant with Noah. In the Noahic covenant, promises never to flood the entire earth again. God stipulates the conditions of the Noahic covenant, and He is the only one that needs to fulfill the requirements.
49.
1.What does the expression, “a covenant people of God” mean in reference to the Jews?
59. In Christian Bibles, the two testaments are a literary unity, progressively revealed.
55.
God affirms that he will be the God of both Abram and his descendants. As a token of this new relationship, Abram’s name becomes Abraham (17:5), and Sarai becomes Sarah (17:15). God promises that despite their advanced age, the two will have a son together. God promises that Abraham’s successors will be through Isaac, not Ishmael. This covenant is conditional. The central requirement is circumcision of males. According to Hebrew tradition, this act is evidence of being a member of the covenant people of God.
56.
2. What is significancetheof namechanging in biblical 3.text?What is conditionalacovenant?
60. To understand the Christian Bible, modern readers realize that this one book has two major divisions. For Reflection: Study the chart that follows. How does act of circumcision relate to God’s promises to Abraham? (Write five to eight sentences.) Title of Narrativethe Literary Themes Summary Study Questions “The Covenant of Circumcision” -Gen. 17:1-27 Covenants changingName Unbelief Human Rituals PromisesDivine
A Closing Thought: Academic Initiatives for Biblical Literacy in Secondary Education 176
54. In Christian Bibles, both the Old and New Testaments reflect covenants. In Christian tradition, the Bible is one book, composed of two testaments. Comprised of thirty-nine books, the Old Testament in Jewish and Christian traditions, is God’s unfolding promise to his covenant people, Israel.
58. A Gentile in biblical language usually means "someone who is not a Jew."
57. With twenty-seven books in Christian Bibles, the New Testament fulfills all the promises of the Old Testament through Jesus for Jews and Gentiles alike.
The Biblical Theme of Covenants
“I marvel at the resilience of the Jewish people. Their best characteristic is their desire to remember. No other people has such an obsession with memory.” –Elie Wiesel
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
The Biblical Theme of Covenants Academic Initiatives for Biblical Literacy in Secondary Education 178
Lesson Overview: A vast amount of scholarly knowledge about the history of ancient Israel comes from the Hebrew Bible. According to the biblical text, Israel’s origins begin with Abraham, who is considered the father of both Judaism (through his son Isaac) and Islam (through his son Ishmael).
Key Concepts: Abrahamic covenant, descendants, lineage, sibling rivalry, conditional and unconditional covenants, situational irony, character flaws, matriarchal, endogamy, patrilineal, segmentary system, concubine, syncretism
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LESSON TWENTY-SIX THE BEGINNING OF THE NATION OF ISRAEL (GENESIS TWENTY-FOUR THROUGH THIRTY)
Lesson Objectives: Students will: use online Bible study tools to access, read, interpret, and explain information.
The second section of the Book of Genesis unfolds the fulfillment of the covenant made by God with Abram in Genesis 12:1-3. “The LORD had said to Abram, ‘Leave your country, your people and your father’s household and go to the land I will show you. I will make you into a great nation and I will bless you; I will make your name great, and you will be a blessing.” In this encounter, God purposes to build a special relationship with the descendants of Abraham. Known as the Abrahamic covenant, God’s promise to Abraham was the key to both his immediate life and to the later history of the nation of Israel. This lesson continues to explore the patriarchal historical narratives with the focus on Abraham’s descendants, Isaac and Jacob as recorded in Genesis, Chapters 24-30.
interpret the author’s intended meaning of biblical text. decide the meaning of words and phrases based on the context of the passages. interpret the Hebrew Bible while allowing for use of figurative language.
distinguish between various biblical literary genres, including patriarchal Hebrew narratives. use information found in online biblical resources to support analyses, reflection(s), and research. make inferences and draw conclusions based on explicit and implied information using evidence from the text. draw conclusions and make inferences from primary and secondary sources. share information about assigned biblical themes logically and accurately. Biblical Literacy
Academic Initiatives for
Narratives
Duration: 3-4 hours Materials: Internet access/ a computer with editing capability Paper/pen Video: Genesis 12-50 by the Bible Project) (https://bibleproject.com/explore/video/genesis-12-50/)
Video: Genesis 12-50 (The Torah Series by the Bible Project) (https://bibleproject.com/explore/video/torah-genesis-2/)
Article: Ancient Israelite Marriage Customs by Jim West, ThD (http://www.theology.edu/marriage.htm)
as a Nation. Academic Initiatives for Biblical Literacy in Secondary Education 180
questions in full sentences. Write key points in your notebook and study the notes for future discussions and assessments. Respond to the reflection. Use your computer’s editing capability to correct writing errors. Post your reflection on the discussion board. Label the reflection “A Reflection of the
in
Article: Hebrew Social Organization: Marriage marriage.html(https://www.umanitoba.ca/faculties/arts/anthropology/tutor/case_studies/hebrews/) Read Genesis, Chapters 24-36 any translation. study Patriarchal Hebrew -The Beginning of Israel
Procedure:
Respond to
The Beginning of the Nation of Israel Expected Learning Objectives At the end of this lesson, students will: interpret the author’s intended meaning of biblical text. decide the meaning of words and phrases based on the context of the passage. interpret the Hebrew Bible normally while allowing for use of figurative language. distinguish between various biblical literary genres, including patriarchal narratives.
11. The servant blesses Yahweh for guiding him to the house of Abraham’s 12.brother.Rebekah’s brother is
4. He stops by a well to water his ten camels.
5. The servant asks Yahweh for a sign.
8. The servant gives Rebekah golden jewelry.
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2. Abraham’s servant swears to find a bride for Isaac from Abraham’s 3.homeland.Theservant travels to Nahor in Mesopotamia.
1. This narrative mentions Abraham’s old age.
7. Rebecca (Rebekah), the beautiful virgin daughter of Abraham’s nephew, acts out the servant’s sign.
6. A girl who arrives not only gives him water, but she gives water to his camels also.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Title of Narrativethe Literary Themes Summary Study Questions (Gen.Rebekah”Marries“Isaac24) CustomsHebrewAncient Actions Consequencesand Mercy PromisesDivine
9. Rebekah reveals her family lineage to the 10.servant.The servant finds lodging for the night.
Aware that his own death is not far away, Abraham decides that his son, Isaac, will take a wife. He dispatches his chief servant in the household to find a suitable wife for Isaac. He does not want him to marry a Canaanite because of ancient Hebrew laws against syncretism. In the town of Nahor, the servant meets Rebecca who has come to a well to draw water for their family. Convinced that she is the right person to marry Isaac, he arranges a meeting with her family and explains why he has come to the town. During the conversation, the family decides that she is to marry Isaac. Rebecca obeys and leaves with the servant to marry Isaac. Are the statementsfollowing(a)true or (b)false about Genesis, Chapter 24?
13.Laban.Rebekah is Abraham’s 14.great-niece.Labanbrings the servant and his men into the home, washes their feet, and feeds the camels.
2. What is Isaac’s physical condition? 3. For whom does Isaac call first? 4. What does Isaac ask his son, Esau, to do? 5. Who is listening to Isaac when he is talking to Academic Biblical Literacy Secondary Education
18. Isaac takes Rebekah into his mother’s tent and finds comfort after his mother’s 19.death.Isaac loves Rebekah.
27:40(Gen.Blessing"Esau's26:34) Birthrights Sibling rivalry
The Beginning of the Nation of Israel
Title of Narrativethe Literary Themes Summary
20. Rebekah covers her hair to show modesty. Study Gets preferenceParental Deceit relations Relations between Esau and his parents deteriorate. At the age of forty, he marries two Hittite women (26:34). The Bible mentions a third wife later (28:9). This concerns his mother and father. Nevertheless, Esau is the firstborn and has certain birthrights. Esau obviously does not value such rights, for when he is hungry one day, he sells his birthright to Jacob, who later 1. What are the names of Isaac’s sons?
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15. Rebekah and her servant girls leave with Abraham’s 16.servant.Rebekah falls off her camel when she first sees 17.Isaac.In English, the term “alighted” is usually translated as “dismounted.”
Questions "Jacob
11. How does Rebekah dress Jacob?
18. What question does Isaac ask after he blesses Jacob?
9. Why does Jacob think that his mother’s plan will not work?
21. In the blessing, who will bow down to Jacob?
6. To whom does Rebekah talk about what she hears from Isaac?
19. How does Jacob answer the question?
20. What does Isaac smell when he kisses Jacob?
15. Where does Jacob say the meal came from that he gives to his father?
10. What does Jacob fear?
7. Whom does Rebekah want Jacob to obey?
12. Where does Jacob go after he dresses in Esau’s clothes?
16. Why does Isaac want to touch Jacob?
17. What does Isaac say is different about his son, Esau?
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S deceives his old father into blessing him instead of his brother Esau. Rebecca aids Jacob in the scheme. After the deception, relations between the two brothers fall apart. Esau?
14. How does Jacob answer his father?
8. Why does Rebekah want Jacob to take food to his father, Isaac?
13. What question does Isaac ask Jacob?
25. Explain the expression divine favor. 26. How does Jacob receive his blessing in the dream?
The Beginning of the Nation of Israel (Gen.Dreams”“Jacob28: 1022) Dreams Covenants Forgiveness Human frailties potentialHuman Divine favor Determination Fear ChangingName-
30. Characterize Laban. 31. What personality traits do Jacob and Laban have in common?
27. How is Leah different from her sister?
30:29:26-(Gen.Rachel”Marries“Jacob Dedication Romantic love Family strife Female rivalry Man’s frailties Laban promises Jacob that he can marry Rachel for seven more years of labor. The text makes it clear that he can be with Rachel at once (29:28-30), although he owes Laban seven more years of work.
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32. Explain the situational irony in this narrative.
22. What is the name of Abraham’s hometown?
In trying to escape his brother’s wrath for stealing his birthright, Jacob sets out for Haran, Abraham’s hometown. During this journey, he stops at a place known as Luz (Bethel). There, Jacob dreams of a stairway on which angels are descending and ascending. During this dream, God extends to Jacob the covenant he had previously made with Abraham and Isaac. Despite all his deceptions, Jacob receives God’s blessings for himself and his descendants. Thus, reassured of God’s promises, Jacob continues his journey to Haran.
23. What does the name Bethel mean? 24. What does Jacob see in the dream?
(Gen.Jacob”Deceives“Laban28:1-25) Wanderings relationshipsMale/female influenceParental Romantic love Commitment Deception Sowing and reaping promisesBroken
On arriving in Haran, Jacob looks to find Laban. However, the first member of the family he meets is Rachel, Laban’s younger daughter. She is more beautiful than her older sister, Leah, who has dulled bleared eyes. After Laban welcomes him into his house, Jacob begins to work for his living. Instead of wages, Jacob desires to marry Rachel. He is willing to work for seven years to have Rachel’s hand in marriage. Although Laban consents, he obviously has other plans. On Jacob’s wedding night, he gives Leah to Jacob Leah instead of Rachel. Jacob discovers the deception the morning after his wedding night. Ironically, Jacob, known for deception, is now deceived. As later events unfold, Laban and Jacob will continue to deceive each other.
33. How were ancient Hebrew traditionsmarriagedifferent from marriages in Western culture today?
28. How does Jacob feel about Rachel? 29. How does Jacob prove his love for Rachel?
14.
4. In biblical text, the Israelites are descendants of Abraham.
10.
6. God changes Abram’s name to Abraham, which means “father of a multitude.” Abram takes his extended family to Canaan, and they live there as nomads. Abram’s wife, Sarai, stays barren throughout the Abrahamic narrative.
1. In Hebrew Scriptures, God uses to Abram’s descendants to begin the nation of Israel.
7.
34. Define the term monogamy 35. As wives, how are Sarah and Rachel in similar situations?
3. God approaches Abram in Genesis, Chapter 12, and promises to make his descendants a great nation in the land of Canaan.
8.
12. In Hebrew, the name “Hagar” can possibly mean “flight.”
13. Hagar gives birth to Ishmael who is thought to be the ancestor of Arabs. Although Sarah is doubtful, she later gives birth to Isaac (Genesis 21:2).
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S 30:24) Divine favor Jacob has two wives simultaneously (common during ancient biblical times). It is only when God sets up the covenant with Moses as Sinai that monogamy becomes the norm. Jacob’s fathers children through Leah, and later by her handmaiden when Leah is too old to conceive. Rachel is barren, so Jacob sleeps with her handmaiden and fathers sons. (This happens before he becomes the father of children by Leah’s maidservant). Finally, Rachel conceives and bears a son named Joseph.
11.
Use any of the resources listed in this lesson to respond to the study questions/activities that follow. Are the following statements (A) CORRECT or (B) INCORRECT?
9. In desperation, she gives Abram her handmaiden, Hagar, as a concubine. In Hebrew, the name “Sarah” means “princess.” The name “Ishmael” means “God will hear.”
Study Questions Directions: Read/Review Genesis, Chapters 12-30. Respond to the study questions.
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5. God again makes a covenant with Abram in Genesis 17:4, promising that he would be “the father of many nations.”
2. The most well-known of the biblical patriarchs is Abraham (Abram).
28.
29.
31. Both Leah’s and Rachel’s handmaidens give birth to the sons of Jacob. Rachel finally becomes pregnant, and Jacob becomes the father to twelve sons and a daughter. Before reconciling with Esau, Jacob wrestles with an angel. Symbolically, in Christian tradition, the angel that struggles with Jacob is the preincarnate Jesus Christ. The angel changes Jacob’s name to Israel. The name “Israel” means “he who strives with God.”
Directions: Write down whether the statements are (A) CORRECT or (B) INCORRECT
27. Ironically, Laban proves to be as deceitful as his nephew Jacob. Laban gives Jacob to Rachel at the end of Leah's wedding week, but Jacob must work another seven years. Jacob never marries Rachel. God comforts Leah by allowing her to conceive and bear sons.
32.
19. In Genesis, Chapter 24, Abraham trusts his servant to choose Rebekah as a wife for his son Isaac.
22. God’s plan is that Jacob will be next in the line of patriarchs after Isaac.
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36.
18. God instructs Abraham to sacrifice Isaac in Genesis, Chapter 22
Extended Learning Study Questions: (Article: “History of Israel” (https://www.factsaboutisrael.uk/history-of-israel-timeline/)
17. The line of biblical patriarchy runs through Isaac.
15. In her jealousy over her son’s inheritance, Sarah forces Hagar and Ishmael to flee to the wilderness.
20. When Rebekah is pregnant with twins, she learns that the older child (Esau) will serve the younger (Jacob).
39.
25. Jacob runs away to escape his brother’s wrath and lives with his Uncle Laban, Rebekah’s brother.
40.
30.
33.
26. Jacob falls in love with Laban’s younger daughter, Rachel.
16. When Sarah dies, Abraham marries Keturah and has six more sons.
38.
24. In Genesis, Chapter 27, Jacob (whose name means “supplanter”) tricks Isaac into giving him the blessing of the firstborn.
34.
35.
The Beginning of the Nation of Israel
37. The nation of Israel takes its name from the man who fathered the nation, Jacob. Each of Jacob’s sons becomes a patriarch of a tribe of Israel. On his death bed, Jacob blesses his twelve sons. Jacob (Israel) mirrors his own inheritance by blessing Joseph’s younger son, Ephraim, over the older son, Manasseh.
23. During the birth of the twins, Jacob is holding his brother Esau’s heel.
21. Isaac rebels against the prophesy and favors Esau anyway.
9. The term “Jew” relates to Judah, one of Jacob’s twelve sons.
11.
7. The term, “Jew” refers to the Israelites, named after Jacob, who is the grandson of Abraham.
6.
6. In Jewish and Christian traditions, all nations will be blessed through Abraham.
1. Israel is known as a “chosen” nation. In the Hebrew Scriptures, God wants Israel to serve as a model nation. The nation of Israel is more than 3,000 years old. Israel is three hundred miles long and thirty miles wide.
Extended Learning: Study Questions
15.
18.
10. Ancient Israel consisted of twelve tribes that eventually divided into two kingdoms.
8. Jacob’s name becomes Israel in Hebrew Scriptures.
10.
2.
17.
12.
4.
14.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
2. Women dominate a matriarchal culture. In ancient Israel, males dominated family life. Genesis 3:16 records that the husband (Adam) would rule over the wife (Eve).
7.
5. In the Book of Genesis, the covenant between God and Abraham is unconditional.
16.
3.
1. Israel was a matriarchal culture in the Ancient Middle East.
Reference: “Ancient Israelite Marriage Customs” by Jim West, ThD Are(http://www.theology.edu/marriage.htm)thefollowingstatements(A)CORRECT or (B) INCORRECT?
5. As the head of the family in biblical times, the husband had the title “lord” or “master” denoting his role as the leader. In ancient Israel, to remain an unmarried man deviated from the norm. Marriage was not the norm in ancient Israel during biblical times. In ancient Israel, wives came from the larger family circle. Women usually became wives at the beginning of puberty. In ancient Hebrew culture, the purpose of marriage among relatives was to keep the purity of the family line. Ancient Hebrew marriages could not be too closely blood related. The ancient Israelites could not adopt the Egyptian and Canaanite cultures. Israelites could not marry their father, mother, sister, or stepsister. In Leviticus 18:18, God forbids rivalry in marriages. Jacob, in Genesis 29: 28, takes a second wife, Rachel. His second wife, Rachel, becomes a rival to his first wife, Leah. In Genesis 4:19, Lamech is a polygamist. Ancient Israelites forbade the offering of children as sacrifices to false gods. Biblical Literacy
13.
9.
3.
4.
8.
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2. The ancient Hebrews practiced endogamy based on dynamics of the patrilineal segmentary system.
15. Joseph’s lineage primarily inherits substantial territorial allocations.
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12. In ancient Hebrew tradition, the tribe of Judah inherits the rights to kingship.
10. The biblical account of Reuben's seduction of Jacob's concubine serves as a rationale for excluding him and his patrimony from first-born privileges.
19. God forbids the ancient Jews from defiling themselves by sleeping with their close relatives’ wives.
7. In ancient Hebrew culture, childbirth relates to status distinction.
14. Joseph's descendants, especially Ephraim, receive special birthrights.
9. According to the writer, the "Leah and Rachel tribes" are dominant political and territorial tribes in ancient Israel.
3. The term “patrilineal” means inheriting or deciding descent through the male line.
5. The expression “descent” relates to birth, lineage, transmission, or transference of an estate.
8. All Jacob engaged in endogamous marriages, as well as in extramarital relationships.
4. A “segmentary system” refers to each of the parts into which something is divided.
6. The Genesis narrative in Genesis 29-30 about Jacob and his wives reflects status distinction.
13. The tribe of Levi receives hereditary positions in the priesthood.
Endogamy is the practice of marrying within a specific social group, religious denomination, caste, or ethnic group.
For Reflection
What are examples of the dominance of the tribes of Levi, Judah, Joseph (Ephraim and Manasseh), and Benjamin as reflected in the literature and history of Ancient Israel? Write a three-five paragraph essay. Edit writing for errors. Use reliable internet sources to format the paper in APA or MLA style. Post your reflection (five-eight sentences) on the discussion board.
Label the post: A Reflection Tribal Dominance in Ancient Israel.
Study Questions: (Reference: Hebrew Social Organization: Directions:https://www.umanitoba.ca/faculties/arts/anthropology/tutor/case_studies/hebrews/marriage.htmlMarriage)Writedownwhetherthestatementsare(A)CORRECTor(B)INCORRECT.1.
11. A synonym for “patrimony” is “birthright.”
20. Ancient Hebrew cultures forbade bestiality and same-sex attraction.
The Beginning of the Nation of Israel
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
-President Warren Harding Academic
“It is impossible for one who has studied at all the services of the Hebrew people to avoid the faith that they will one day be restored to their historic national home and there enter on a new and yet greater phase of their contribution to the advance of humanity.
Lesson Overview
examine the episodic chiasmic structure of the Abraham narratives.
Key Concepts: episodes, chiasm (also called a chiasmus), continuity of plot, doublets, chiasmic metanarrative
share information about assigned biblical themes logically and accurately.
LESSON TWENTY-SEVEN THE CHIASMIC EPISODIC STRUCTURE OF THE ABRAHAMIC STORY
An "episodic narrative" is a story told through a series of episodes, or segments. The events are loosely connected parts or events. The biblical account of Abraham, Genesis, Chapters 12-36, is in episodes with an overreaching, larger story called a metanarrative. The chiasmic metanarrative divides into smaller, self-contained adventures about the relationship between God and Abraham. A chiasm (also called a chiasmus) is a literary device with a sequence of ideas presented and then repeated in reverse order. The Abraham story has a “mirror” effect as the main ideas “reflect” one another within the passages. (Repeated words and events connect the main ideas.) Students will examine the episodic chiasmic structure of the Abraham narratives.
interpret the author’s intended meaning of biblical text.
Lesson Objectives: Students will: use online Bible study tools to access, read, interpret, and explain information.
find the meaning of words and phrases based on the context of the passages.
make inferences and draw conclusions based on explicit and implied information using evidence from the text.
draw conclusions and make inferences from primary and secondary sources.
Expected Learning Objectives At the end of this lesson, students will: Academic Initiatives for Biblical Literacy in Secondary Education 190
interpret the Hebrew Bible while allowing for use of figurative language.
distinguish between various biblical literary genres, including patriarchal Hebrew narratives. use information found in online biblical resources to support analyses, reflection(s), and research.
5. The stylistic structure of the narratives is simple.
Use your computer’s editing capability to correct writing errors. Post your reflection on the discussion board.
2. The biblical narratives about Abraham show the growth and development of Abraham's character from youth to old age.
find the meaning of words and phrases based on the context of the passage. interpret the Hebrew Bible while allowing for normal use of figurative language. distinguish between various biblical literary genres, including patriarchal narratives.
3. The Abrahamic narratives are a continuous story about his quest for an heir and property.
7. In reading the Abraham narratives from beginning to end, the overall pattern of his life story is complicated.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
6. The story begins in Chapter twelve with God instructing Abraham to leave his birthplace from his father’s land.
8. The narratives do not have details about Abraham’s birth nor are there heroic accounts of his childhood. Academic Initiatives for Biblical Literacy in Secondary Education 191
Materials: Video: On the Structure of the Abraham Narratives - Prof. George Savran (https://www.youtube.com/watch?v=uc4SwO_LIjc
Label the reflection on the Chiasmic Episodic Structure of the Abrahamic Story. Study Questions: Based on the presentation: The Structure of the Abraham Narratives by Prof. George Savran, are the following statements (A) CORRECT or (B) INCORRECT?
Duration: 2-3 hours
explain the episodic chiasmic structure of the Abraham narratives interpret the author’s intended meaning of biblical text.
) Procedure: Watch the video: On the Structure of the Abraham Narratives - Prof. George Savran (https://www.youtube.com/watch?v=uc4SwO_LIjc
understand literary terms related to biblical literacy, such a chiastic episodic narrative.
) Respond to study questions in full sentences.
Write key points in your notebook and study the notes for future discussions and assessments. Respond to the reflection at the end of the lesson.
4. In the narratives, Abraham endures ten trials to assess his faith in God.
1. The narratives about Abraham are the pivotal point of the Book of Genesis.
31. In the narratives, the unifying force is God’s divine guidance that is essential to realizing the larger aims of God the pattern.
22. The promise of Isaac's birth appears twice in Chapters 17 and 18 with different divine reactions to Abraham and Sarah, respectively.
27. The battle of Abraham with the kings in Genesis, Chapter 14 has no parallel narrative in Genesis.
21. The “wife-sister” Abraham story occurs near the beginning of the Abraham cycle in Chapter 12 and once again at the end of Chapter 20.
18. Continuity of plot is not the central principle of the organization of the stories.
20. Doublets are two distinct words derived from the same source but by different routes of transmission.
23. Bible scholars see these doublets as indications of a chiastic arrangement of the narratives.
30. While the first actions of Abraham lead to a measure of success, the second part of the story serves as a correction to Abraham’s first choice.
12. Abraham, the soldier, connects to the context of Abraham as the keeper of flocks.
28. Abraham's childlessness mentioned initially in Genesis, Chapter 11 finds expression in Abraham's complaint in Genesis, Chapter 15.
9. The Abrahamic narrative begins with his migration toward the Promised land and concludes with his death in Canaan in Genesis 25.
The Chiasmic Episodic Structure of the Abrahamic Story
11. The order the narratives recount the adventures in Abraham’s life is not a normal progression.
13. Genesis, Chapter 15 bears no relation to the plotline of Abraham’s quest for land.
17. The episodes in Genesis, Chapters 20 and 21 appear suddenly, and the demand to sacrifice Isaac upon the altar is unexpected.
10. The stories do not follow a clear progression, especially when compared to the more conventional chain of events in the Jacob cycle.
24. Other scholars suggest that the second doublet reflects a reworking of the first.
25. Another proposed organizational principle of the Abraham structure focuses on parallel behaviors or actions.
29. In the Abrahamic narratives, such as the Hagar-Sarah story, a first action of Abraham results in a later behavior taken without prior consultation with God.
15. As the story progresses, Sarah's later initiatives to secure an heir for Abraham in Genesis 16 is surprising to the reader.
26. The birth of Isaac parallels to the birth of Ishmael, and the covenant of the pieces in Genesis, Chapter 15 parallels to the covenant of circumcision in Genesis, Chapter 17.
32. Abraham stories have a didactic emphasis of the larger narrative that focuses on a consistent walk with God.
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16. The narrative fulfillment of the promise of Abraham’s descendants occurs in Genesis 21.
14. The forecast of enslavement in Egypt loosely connects to the prophecies of Abraham’s offspring.
19. In addition to the difficulties in finding a clear linear progression of the events in the stories, there are doublets.
33. Abraham is the recipient of God’s ongoing instruction and continuous correction of his attempts to assert his own authority and control.
— J.C. Ryle
Academic Initiatives for Biblical Literacy in Secondary Education 193
For Reflection: Outline the ten trials which try Abraham’s faith in God. Edit your writing to correct errors. Post your reflection on the discussion board. Label the post: Ten Trials that Test Abraham’s Faith.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
35. Episodes may not always have the same characters, but each episode draws from a broader group of characters.
For Reflection: How does Sarah's initiatives to secure an heir for Abraham in Genesis 16 reflect the ancient Hebrews’ marriage traditions? How do the traditions compare to modern customs in Western society? (Write five-eight sentences. Edit your writing to correct errors. Post your reflection on the discussion board. Label the post: Marriage Customs of the Ancient Hebrews.)
34. The episodic narratives center on Abraham's personal destiny in his role as a founder of the Hebrews.
For Reflection: Select one episode from the Abrahamic narratives and discuss the significance of the story as it pertains to the promises that God makes to Abraham. Edit your writing to correct errors. Post your reflection on the discussion board. Label the post: A Reflection on an Episode in the Abraham Chiasm. A Closing Thought: “Knowledge of the Bible never comes by intuition. It can only be obtained by diligent, regular, daily, attentive reading.”
Key Concepts: The Promised Land, Palestine, the Arab Israeli conflict, Quran, or Koran, nationalism, Mecca, The Kaaba, Hajj, intifada, The Balfour Declaration, Nakba Day, the Temple Mount, Hamas, Salam Objectives: Students will: connect the biblical account of the life of Abraham to his descendants in Jewish, Christian, and Islamic traditions.
cite specific textual evidence to support analysis of primary and secondary sources.
give a correct summary of a source.
compare the points of view of citizens of Israel and Palestine about the Arab Israeli conflict.
compare the points of view of Palestinian citizens about the Arab Israeli conflict.
summarize negotiations ongoing conflicts in the Middle East. Biblical Literacy
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Expected Learning Outcomes: At the end of the lesson students will: understand the role that the Abrahamic narratives play in the Middle East land conflicts.
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LESSON TWENTY-EIGHT THE SIGNIFICANCE OF ABRAHAM IN JEWISH, CHRISTIAN, AND ISLAMIC TRADITIONS
summarize negotiations and ongoing conflicts in the Middle East.
Lesson Overview: Modern day Palestine (the Promised Canaan) is the home of Jews, Christians, and Arabs. Abraham (Abram) is the common Hebrew patriarch of these Abrahamic monotheistic religions, including Judaism, Christianity, and Islam. The Abrahamic narrative in the Book of Genesis centers on the theme of posterity, land, and blessings in the Promised Land-Canaan. In Judaism, Abraham is the founding father of the special relationship between the Jews and God; in Christianity, he is the spiritual forefather of all believers in God, whether Jewish or non-Jewish; and in Islam, he is a common link to the Islamic prophets beginning with Adam and ending with Muhammad This lesson will supply information about the conflict in the Middle East compared to the descendants of the biblical Abraham and the possession of the Promised Land. Students will review historical and current events in the Middle East and examine the complexities in resolving the issues.
Procedure: Read the article: “Place of Abraham in Islam, Christianity, and Judaism.” Respond to the study questions. Watch the video lessons and respond to the study questions. Write a reflection on the lesson. Edit writing for errors. Post the reflection on the discussion board, Label the post: A Reflection on Abraham and the Middle East Conflicts Study Questions: Article: “Place of Abraham in Islam, Christianity, Judaism” IndicateDirections:4d4f19b54a71&i_id=forms_1.3&dsf_forms-cp_12887637018-tst1--bb9&uc=20210503&uid=9766caf4-c28a-44ca-9b60-page=newtab&cid=iliimbpbpliabblllmgebklpjkgeagjp&ap=appfocus1&source=d-ccc4-lp0-https://hp.haccessonlineforms.com/?whetherthefollowingstatementsare(A)CORRECTor(B)INCORRECT.1.InIslamtradition,thename Abraham is Ibrahim 2. Abraham is a prophet in Islamic cultures. Academic Initiatives for Biblical Literacy in Secondary Education 195
9b60-4d4f19b54a71&i_id=forms_1.3&lp0-dsf_forms-cp_12887637018-tst1--bb9&uc=20210503&uid=9766caf4-c28a-44ca-page=newtab&cid=iliimbpbpliabblllmgebklpjkgeagjp&ap=appfocus1&source=d-ccc4-(https://hp.haccessonlineforms.com/?) Video: Conflict in Israel and Palestine palestine-crash-course-world-history-223-betaand-divergence-1880-ce-to-the-future/74-end-of-empires-betaa/v/conflict-in-israel-and-(https://www.khanacademy.org/humanities/whp-origins/era-7-the-great-convergence-)
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Materials: Internet access/a computer with editing capability Video: Abraham, Father of Many Nations (https://www.youtube.com/watch?v=l5ZDoGqFfxg ) Video: The Complete Story of Abraham: The Father of Nations (https://www.youtube.com/watch?v=Wv9usf6BrEY) Video: The 12 Tribes of Israel in the Bible (Whiteboard Bible Study) (https://www.youtube.com/watch?v=KP-EXMy4Xas) Article: “Place of Abraham in Islam, Christianity, Judaism”
5. Salam is a greeting in Arabic that means "Peace be upon you."
4. The phrase “Peace be unto him” (PBUH) follows Abraham’s name in Islamic cultures.
1. The conflict between Israel and Palestine over the last decades relates to theological and land differences between Islam and Judaism.
3. The main conflict in the Middle East results from different religious views on land inheritances.
3. In Islam, a prophet is a person regarded as an inspired teacher or proclaimer of the will of God.
16. The Kaaba (Kaba) is a sanctuary attributed to Abraham and Ishmael.
9. The Quran, or Koran, is the central religious text of Islam, believed by Muslims to be a revelation from God.
2. In both Judaism and Islam, the key prophets descended from Abraham's son Isaac, or his son Ishmael.
19. In Islamic tradition, Prophet Ibrahim settled his wife and son in the valley of Makkah (Mecca) by God’s order.
ViewDirections:thevideo:
. Respond to the study questions. Are the following statements (A) TRUE or (B) FALSE?
6. As-salamu alaykum is an Arabic greeting that Muslims worldwide use regardless of their language background.
13. The word Hajj (Hadj) means to make a resolve to visit a holy place an refers to Visiting the Ka’ba in Makka (Mecca).
14. The Muslim pilgrimage to Mecca takes place in the last month of the year.
7. In Islam, Abraham (Ibrahim) is a “friend of God” and the father of Ishmael and Isaac.
15. Hajj involves a series of rituals that take place in and around Mecca over a period of five to six days.
12. Mecca is the holiest city in Islam.
The Significance of Abraham in Jewish, Christian, and Islamic Tradition
17. The Kaaba is the central structure around which the Hajj takes place.
8. In Islamic tradition, Abraham is the father of Jacob (Yaqub).
18. The visit to the Kaaba stands for devotion to Abraham, Hagar, and Ishmael.
Conflict in Israel and Palestine
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11. Mecca is an Arabic city in western Saudi Arabia, found in the Ṣirāt Mountains, inland from the Red Sea coast.
10. Arabic name for Mecca is Makkah
20. Mecca is the holiest city in Saudi Arabia. Study Questions
4. In the late 19th century, the Ottoman Empire ruled over what we now know as Palestine.
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15. In 1915, other British officials had promised the ruler of Mecca, Sharif Hussein, that he would rule over an Arab state including Palestine if he led an Arab revolt against Ottoman rule.
5. According to 1878 Ottoman records, eighty-seven percent of the population was Muslim, ten percent was Christian, and three percent was Jewish.
19. Palestinian Christians and Muslims were not able to cooperate with each other easily.
16. In all, the British leaders had promised Palestine to the Meccans, to themselves, and to the Zionists.
20. The British were able to "divide and rule" the inhabitants of Palestine.
27. Palestinian Arabs considered themselves as the Palestinian nation.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
8. In that nationalistic empire lived a Jewish journalist named Theodor Herzl who hoped that Jews could assimilate into European nations.
22. 1938, Jews were almost thirty percent of the population of Palestine.
24. Small farmers became indebted to rich families.
7. In the late 19th century during the Golden Age of European nationalism, at least ten different nations wanted their own state.
9. He later became convinced that the Jewish people needed to leave Europe and settle in their own state.
18. The British established separate institutions for Christians, Jews, and Muslims.
13. The Balfour Declaration promised "the establishment in Palestine of a national home for the Jewish people."
11. Zionists were secular Jews who imagined Israel as a state for Jews more than a religious Jewish state.
12. 1917, the British government, hoping to gain the support of Jewish people, issued the Balfour Declaration.
23. The growing Jewish population focused on buying land from absentee non-Palestinian Arab landowners.
10. The concept of Jewish nationalism came to be known as Zionism.
17. After the end of the war, the British set up a colony in Palestine with the assumption that would rule until the Palestinians could govern themselves.
6. Ancient Ottoman Palestine was a place in which people of different religious faiths lived together peacefully.
14. A year before the Balfour Declaration, the British had secretly promised the French that they would divide up the Arab territories and Britain would keep Palestine.
21. The British did try to honor the Balfour Declaration's promise to "facilitate Jewish immigration under suitable conditions."
26. The land purchasing practices heightened tensions between Jewish people and Arab Palestinians between the 1920s and the 1930s.
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25. By controlling both the land and the labor, the Jewish population hoped to set up a more secure community within Palestine.
33. At the beginning of World War II, Palestine experienced peace, but later, the tensions resumed, and the British handed the issue of Palestine over to the newly created United Nations.
36.
34. In November of 1947, the United Nations voted to partition Palestine into separate Palestinian and Jewish states.
43. Nakba Day is the day of commemoration for the Nakba, also known as the Palestinian Catastrophe, the 1948 destruction of Palestinian society and homeland. In 1967, Israel and Arab states went to war again for six days. Israel won the Six-Days War. Israel gained control over the West Bank, the Gaza Strip, the Sinai Peninsula, and the Golan Heights. The UN passed Resolution 242 that outlined a basic framework for achieving peace in the region. The Resolution included Israel withdrawing from the territory gotten in the war. All participants in the Six-Days war had to recognize the rights of both the Palestinians and an Israelis to exist as a state. After the Six-Days-War, the broader Israeli-Arab conflict transformed into a more specific Israeli-Palestinian conflict. Palestinian is a word used to describe the ethnic identity of those who have historically lived in Palestine, including Jews, Christians, and Muslims.
47.
51.
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28. The growing sense of nationalism erupted in 1936, when the Palestinians revolted against the British.
31. The Zionists became angry at Britain for limiting Jewish immigration. The Arab Palestinians were unhappy about the prospect of waiting ten years to become a state.
29. With the help of Jewish militias, the British brutally suppressed the Palestinian revolt.
30. The British limited Jewish immigration to Palestine and called for the establishment of a joint Arab and Jewish state in Palestine.
32.
41.
42.
40.
44.
39. After the war, Israel occupied a third more land than they would have had under the UN proposal. Jordan, an Arab region, controlled and later annexed the West Bank and the old city of Jerusalem, while Egypt controlled the Gaza strip. Over 700,000 Palestinians fled their homes and became refugees in the surrounding Arab countries. To Israelis, this was the beginning of their nation, but o the Palestinians, the post-war condition was the nakba, or catastrophe, as they became stateless.
46.
48.
35. The “Partition Plan” called for two states in Palestine of equal in size. The borders of the Palestinian states are easy to define.
37. The 1948 Arab Israeli War broke out with Israel on one side and the Palestinians and Arab states on the other.
38. The Israelis won the war, and an armistice was signed in 1949.
The Significance of Abraham in Jewish, Christian, and Islamic Tradition
45.
49.
50.
57.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S The Israeli government began to set up Jewish settlements in what had been Palestinian territory, including East Jerusalem, the West Bank, and the Gaza Strip. By the late 1980s, Palestinians launched the first intifada, which means "shaking off." The intifada began as a boycott of Israeli products and services and refusing to pay Israeli taxes. When the Israeli armed forces confronted the protesters, violence ensued. In 1993, the first intifada resulted in the founding of Hamas, which launched the first suicide bombing against Israel. Hamas gained support because of its militancy and from its social welfare projects in Gaza. President Bill Clinton’s administration came closer than any other time in recent history to a peace deal between the Israelis and the Palestinians. Israeli Prime Minister Ehud Barak was willing to give up more land currently claimed by Israel than at any other time in the past. Peace between the Israelis and Palestinians did not take place. Ehud Barak's government was undermined, and in September of 2000, Prime Minister candidate Ariel Sharon led a group of 1,000 armed guards to the Temple Mount in the Old City of Jerusalem. To Muslims, the Temple Mount is known as the Al-Aqsa Mosque, the third-holiest site in Islam. The Kaaba in Mecca and the Prophet's Mosque in Medina are the holiest sites of the Muslims. The Temple Mount is the holiest site in Judaism. The march on the Temple Mount sparked a massive protest and led to the much more violent Second Intifada During the protest, more than three thousand Palestinians and one thousand Israelis died.
68.
71.
73.
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59.
58.
64.
72.
54.
53.
56.
52.
63.
66.
60.
65.
61.
67. In 2002, the Israelis began construction of a wall around the West Bank to include Israeli settlements on the Israeli side. In 2005, Yasser Arafat died, and in an election shortly thereafter, Hamas won a majority of the parliamentary seats. Since 2005, Palestine has been poorly governed. In the past ten years, Hamas has often launched rocket attacks into Israel. Israel has retaliated against Hamas with violence. Both parties claim that they are responding to the provocations of the other. The conflict reflects the consistent failure on all sides to understand the legitimacy of the others’ rights to land ownership. For Reflection: Genesis, Chapter 12 God makes a unilateral contract that only He must fulfill. What are the terms of the contract? What are the symbolic actions of God and Abraham in Genesis, Chapter 15 to seal the contract? Explain why the covenant is official according to the ancient Israelites’
69.
70.
55.
62.
― Joseph Campbell
The Significance of Abraham in Jewish, Christian, and Islamic Tradition traditions of covenant making. Discuss the importance of blood in the covenants. Explain the use of symbolism in God’s covenant with Abraham in Genesis, Chapter 12. Document source(s). (58 sentences). Edit your writing to correct errors. Post the reflection on the discussion board. Label the post: Symbolism in the Abrahamic Covenant Making.
(Suggested reference: “Covenant Making in Anatolia and Mesopotamia” by Moshe WeinfieldHebrew University of (file:///C:/Users/user/Downloads/Moshe_Weinfeld_Covenant_Making_in_Anatol.pdf).Jerusalem) Closing Thought: “The Promised Land a place to be conquered by armies and solidified by displacing other people. The Promised Land is a corner in the heart.”
A
is not
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Academic Initiatives for Biblical Literacy in Secondary Education 201
Lesson Overview: The Joseph narrative is a lauded treasure of world literature. This saga extends thirteen chapters in the Hebrew Scriptures. A saga is a narrative telling the adventures of a hero or a family. The literary motifs (patterns) that appear in the Joseph saga concern family breakdown, God’s promise to Abraham, divine providence, blessings, and possession of land. Each of these motifs is dominant in the Joseph story, but the overreaching theme is God's providential work in the life of Joseph to save Jacob's (Israel’s) flawed family. Through divine intervention, Joseph not only preserves the descendants of Abraham, but he becomes a blessing to others outside the family. The biblical author enhances the story by using dreams, Egyptian words, proper names, and customs, inner monologue, a chiasmic structure, and an array of doublets (repetition with variation). Students will analyze the literary artistry in the Joseph saga and the role that God plays in keeping His covenants with humanity. Students will examine the literary themes, character development, and structure of the biblical saga about the ancient Hebrew patriarch, Joseph. Key Concepts: saga, sibling rivalry, character flaws, chiasmic structure, antithetical parallelism, inner monologue, repetition with variation, divine providence
connect the biblical account of the life of Joseph and his descendants in Jewish, Christian, and Islamic traditions.
understand the themes of divine providence and solidarity in the saga of Joseph.
summarize a source accurately and concisely.
Lesson Objectives: Students will: cite specific textual evidence to support analysis of primary and secondary sources.
find the presence of gaps and repetition in a story.
understand the themes of divine providence and solidarity in the saga of Joseph. understand the chiastic structure of a literary saga.
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Expected Learning Outcomes: At the end of the lesson students will be able to: use specific textual evidence to support analysis of primary and secondary sources.
understand the chiastic structure of a literary saga.
LESSON TWENTY-NINE THE JOSEPH SAGA (GENESIS THIRTY-SEVEN THROUGH FIFTY)
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analyze and evaluate the characters’ roles in a story.
Literacy in
Booklet: The Literary Genius of the Joseph Narrative (http://www.inthebeginning.org/chiasmus/xfiles/xjosephnarrative.PDF)(Pages1-3).
Education 203
Dreams
Article: Finding Meaning in Incoherence: The Joseph Story Beyond Source Criticism beyond-source-criticism(https://www.thetorah.com/article/finding-meaning-in-incoherence-the-joseph-story-)
Duration: 4-5 hours Materials: Video: THE STORY OF JOSEPH (https://www.youtube.com/watch?v=UI8X6ytNh7o
explain how a story’s use of repetition and gaps affects the meaning.
Blog: The Joseph’s Saga (1): The Beloved Son by Julia Blum April 22, 2021 (https://blog.israelbiblicalstudies.com/jewish-studies/josephs-saga-1-the-beloved-son/) Read Genesis, Chapters thirty-seven through fifty. Study the overview chart below. Watch the video: THE STORY OF JOSEPH (https://www.youtube.com/watch?v=UI8X6ytNh7o Respond to the study questions. Sold into Slavery” Gen. 37:38-30 Joseph, Jacob’s son by Rachel, receives special favor over his other brothers. Jacob is especially fond of this son since he gives him a coat of assorted colors. Joseph, also a dreamer, shares his dreams that suggest that he will rule over his family. Joseph’s older brothers are so infuriated that they sell him to a group of passing Midianite’s traders. They deceive their father Jacob by dipping Joseph’s rich coat in goat’s blood and by pretending that a wild animal killed Joseph. In truth, they have sold Joseph Sibling rivalry Parental favoritism Jealousy Pride (Joseph’s) Deceit Family strife Hatred Parental Grief Biblical Secondary
).
Blog: The Joseph Saga: Turnabouts, Trade-Offs, and Transience transience/(https://blog.apaonline.org/2021/02/01/the-joseph-saga-turnabouts-trade-offs-and-)
“Joseph
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
toBrothers“Joseph’sDreams”“Joseph’sTravelEgypt” Gen. 41:157; 41:1Gen.57 42:138 In prison, Joseph soon joins two men from Pharaoh’s household. One is a cupbearer, and the other is a baker. Each of these men has dreams that Joseph can interpret. The cupbearer’s dream is a prophecy of restoration to his former post. After interpreting the dream, Joseph asks the cupbearer to remember him when he assumes his freedom, but the cupbearer does not remember Joseph. Later, Pharaoh begins to dream, but he finds that there is no one to interpret his dreams for him. Finally, the cupbearer remembers the dreamer, Joseph. Summoned from prison to interpret the dreams of Pharaoh, Joseph predicts seven years of rich harvest in Egypt, followed by seven years of famine. Pharaoh decides to place Joseph in charge of preparations for the forthcoming famine. Because of
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The Joseph Saga (Genesis Thirty-Seven Through Fifty) into slavery in Egypt. “Joseph and Wife”Potiphar’s Gen. 39:123 In Egypt, Joseph is a slave in the household of Potiphar, one of Pharaoh’s senior officials. Joseph is successful in all his responsibilities, and advances in position in the household. His attractive features, however, cause him trouble when the wife of Potiphar tries to seduce him. After she fails in her attempts, she accuses him of rape. Potiphar sends Joseph to prison. In this dire condition, Joseph still finds divine favor.
● Divine favor ● False accusations ● Man/Woman relations ● A wife’s influence. ● Purity in character ● Facing adversity
● Dreams ● Gratitude ● Forgiveness ● Divine favor ● Irony of situation ● Divine providence ● Brotherly love
“Jacob Blesses his Sons” 49:50-21Gen. Before he dies, Jacob blesses each of his twelve sons individually and the tribes that will bear their names (49:50-51). He repeats his request to be buried in the family grave in the field of Machpelah in Canaan beside ● Fatherly love and foresight ● shadowingFore-
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S this decision, Egypt survives during the years of famine, just as Joseph predicted. As the famine persists, Jacob and his household are dangerously short of food. As a result, he sends his sons to Egypt for more food. Benjamin, their youngest brother, travels with them. After they arrive in Egypt, Joseph sees his brother Benjamin, and becomes emotional. He decides not to reveal himself right away, however. Instead, he plants his own cup inside Benjamin’s sack of food and accuses his brother of stealing it. He then demands that the sacks someone searches the bags. When someone finds the cup in Benjamin’s bag, his brothers return to Joseph and offer themselves as slaves if Joseph will spare Benjamin.
“Jacob Travels to Egypt” 45:47-27Gen. After Joseph reveals his identity to his brothers, Pharaoh orders transportation so that Jacob and his household can move to Egypt. Jacob’s family can settle in the land of Goshen as honored guests. This happens to be one of the richest parts of Egypt (46:25-28). Even though the famine continues in Egypt, Joseph ensures the Israelites that grain will be available to all of them.
● Brotherly love ● Forgiveness ● Character maturity ● Divine favor
● Inheritance ● Family loyalty ● Parental respect ● Family history ● Ancient burial customs Study Questions:
3. In this narrative, Israel loves Joseph more than any of his other sons because he had been born to him in his old age.
8. In the dream, Joseph binds sheaves of grain in the field, and suddenly, his sheaf rises and stands upright.
6.
10. Joseph’s dream in Chapter 37 symbolizes earthly matters: food, wheat, sustenance. This dream also symbolizes his future elevated position in Egypt. His brothers reject the idea of Joseph reigning over them.
17.
7. Joseph has a dream, and when he tells it to his brothers, they are even more malicious toward him.
11.
2. Genesis, Chapters 37-50 is an account of the life of Jacob’s youngest son, Joseph.
13. Joseph has another dream in which the sun, the moon, and eleven stars bow to him.
The Joseph Saga (Genesis Thirty-Seven Through Fifty) Abraham, Sarah, Isaac, Rebekah, and Leah. Joseph ensures him that his wishes will be honored and goes with his entire family to Canaan to bury Isaac. Afterward, the family returns to Egypt and stays there permanently (50:121). The Book of Genesis ends with the recording of the death of Joseph and his burial in Egypt. Are the following statements (A) CORRECT or (B) INCORRECT?
4. Israel (Jacob) makes Joseph a richly ornamented robe.
1. At the beginning of the Joseph saga, Jacob lives in the land of Canaan.
15.
12.
16.
18.
14. His father, as well as his brothers, rebuke him. His father ponders the dream, but his brothers despise him more than ever. Joseph sends Joseph to Shechem to his brothers who are grazing his flocks in the field. Joseph finds his brothers in Dothan. One of the brothers suggests that they kill Joseph and throw him into a cistern. A cistern is an underground water tank.
9. His brothers’ bundles of grain stalks gather around his and bow to his bundle.
5. When Joseph’s brothers see that their father loves him more than any of them, they hate him. The brothers are judicious toward Joseph.
19.
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24.
39.
47.
35. Potiphar is the captain of the guard. Joseph lives in the house of his Egyptian master. His master sees that God is with him. God gives Joseph success in everything he does. Joseph finds favor in his master’s eyes and becomes his attendant. Potiphar puts Joseph in charge of his household and all that he owns. One day, Potiphar’s wife takes notice of Joseph and makes sexual advancements. Demonstrating his integrity of character, Joseph refuses her attempts to seduce him. In retaliation, Potiphar’s wife lies to her husband about Joseph. She says that Joseph has tried to molest her. She shows her husband Joseph’s cloak as proof that he has behaved inappropriately toward her. Infuriated, Potiphar imprisons Joseph. A cloak is a loose outer garment. God grants Joseph favor with the prison wardens and gives him success in all his endeavors.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
43.
40.
44.
41.
36.
23. While the brothers are eating, they see a caravan of Ishmaelites coming from Gilead with camels loaded with balm and myrrh. Balm and myrrh are spices.
26.
45.
27. The merchants buy Joseph for twenty shekels of silver.
21. Reuben suggests that they throw Joseph into the cistern instead of killing him.
28. Reuben becomes distraught when he returns to the cistern and sees that Joseph is not there. He tears his clothes as a sign of his distress.
33.
32. Jacob tears his clothes, puts on sackcloth, and mourns for his son. Jacob finds no comfort. Meanwhile, the Midianites sells Joseph in Egypt to Potiphar, one of Pharaoh's officials.
30. The brothers dip Joseph’s robe into the blood of a slaughtered goat and take the garment back to their father.
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34.
29.
37.
46.
25. The Ishmaelites are traveling to Egypt. Judah proposes that the brothers sell Joseph to the traveler.
42.
31. They tell the father that they have found the robe and make Israel believe that a ferocious animal had killed Joseph.
22. When Joseph comes to his brothers, they strip him of the richly ornamented robe and throw him into the empty cistern.
48.
38.
20. The plan is to say that an animal has killed Joseph.
Academic Initiatives for Biblical Literacy in Secondary Education 208
11.
19. Chiasmus produces balanced statements, in direct, inverted, or antithetical parallelism Antithetical parallelism is a major literary device in Hebrew Scriptures. Antithetical parallelism supplies an antithesis, or contrast. An example of antithetical parallelism is in Genesis 4:6-7: Then the Lord said to Cain, “Why are you angry? And why has your countenance fallen? If you do well, will not your countenance be lifted up? And if you do not do well, sin is crouching at the door; and its desire is for you, but you must master it.”
4. The term chiasm comes from the Greek letter chi, which looks like our letter X.
2. A chiasm produces a “mirror” effect as the ideas appear in a passage.
Respond to the study questions. Are the following statements (A) CORRECT or (B) INCORRECT?
8. Benjamin Franklin’s axiom, “By failing to prepare, you are preparing to fail” is chiastic.
13.
6. The structure of a chiasm, such as ABBA refers to two ideas (A and B) repeated in reverse order (B and A).
3. Each idea in a chiasm connects to its “reflection” by a repeated word.
10.
. 15.
. 20.
9. The structure of the Joseph saga unfolds in an ad hoc or haphazard manner. The Joseph narrative is the most unified narrative in Genesis. Not only is the narrative a sage, but it is a biography. The life of Joseph is paradoxical, or contradictory. The Joseph narrative is the most intricately composed, complex and lengthy unit in Hebrew Scriptures. The Joseph saga divides into manageable episodes An episode is the simplest unit of a narrative, displaying a significant level of independence from its context. The grand effect of the Joseph narrative rests upon its parts blending into one continuous whole. The content, phraseology, and sequencing of events contribute to the overall literary strategy of the writer of the Joseph narrative.
1. A chiasm (also called a chiasmus) is a literary device in which a sequence of ideas appears and then reappears in reverse order.
49. Joseph forgives his brothers for mistreating him.
7. The common saying “When the going gets tough, the tough get going” is chiastic.
16.
50. Joseph believes that God has intervened during his adverse circumstances and has turned evil into good.
5. Chiastic pattern is the same as “ring structure.”
12.
18. Structural analysis of the Hebrew Scriptures has proved that ancient biblical writers, relied heavily on chiasmus to compose their literary works.
21.
17.
The Joseph Saga (Genesis Thirty-Seven Through Fifty)
14.
22.
Extended Learning Study Questions: Directions: Read The Literary Genius of the Joseph Narrative (Pages (http://www.inthebeginning.org/chiasmus/xfiles/xjosephnarrative.PDF)1-3).
24. The Joseph episodes vary in length and complexity.
23. The episodes surrounding the Joseph narrative include: “Beloved Son, Hated Brother” (Gen. 37:2-11), “Strife and Deceit” (Gen. 37:12-36), “To Champion Righteousness: Judah and Tamar” (Gen. 38:1-30).
26. The episodes do not detract from the suspense of the Joseph narrative in its entirety.
28. The chiastic structure rests its focus upon a central theme.
29. The Joseph narrative has chiastic elements that lead to a climax, then follows a second series of matching units in reverse order to bring the story to a resolution.
27. An episode is a temporary resting point for the action of the narrative.
25. Each episode in the Joseph narrative has its own exposition, followed by action with a climax that leads to an end.
30. The chiasmus structure depends on inverted order.
Directions: Respond to the 2021 blog by Steven M. Cahn in five -eight sentences. Focus on the thought: “The story of Joseph suggests that turnabouts, trade-offs, and transience are features of the human condition…Such is life.” Post your reflection on the discussion board. Edit your writing to correct errors. Label the post: The Joseph Saga-Such is Life!
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
Documented Essay Assignment: To become a strong leader, an individual’s character needs to become fully developed in integrity, humility, patience, faithfulness, compassion, competence, and wisdom. From Joseph’s own words in Genesis 50:20, one can conclude that God allows the physical, mental, and emotional sufferings of Joseph not only to fulfill His plan to save the lives of the Hebrews, but to strengthen Joseph’s character as leader. In a documented 1–3-page essay, elaborate on the development of character in the Joseph saga. Discuss any of the reasons for Joseph’s experiences listed below. You may think of added reasons for his adversities in life. Use at least three primary and secondary sources, including biblical references. Use the MLA or APA styles for formatting the paper. (See: MLA, APA, & CMS: How To Properly Format Your Papers -Knowing the Styles and When to Use Them ( http://www.collegescholarships.org/mla-apa-cmsstyles.htm ). Edit the paper to remove errors. Post your completed work on the discussion board. Title the paper: Character-Building Experiences in the Life of Joseph. Suggested Reasons for Joseph’s Suffering: To help him overcome his prideful attitude and to learn humility (Genesis 37-50) To teach him how to serve others (Genesis 39:4, 22-23, 40:4)
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For Reflection: Blog: “The Joseph Saga: Turnabouts, Trade-Offs, and Transience” by Steven M. Cahn (https://blog.apaonline.org/2021/02/01/the-joseph-saga-turnabouts-trade-offs-and-transience/)
To strengthen him in moral purity (See Genesis 39:7-20)
To prepare him to comfort others (See Genesis 50:21)
To position him to show others God’s power (Genesis 41:15-16, 25, 28, 32-33, and 38-44). Additional Online Writing Resources: A writing guide by Dr. Murray and Anna C. Rockowitz -Writing Center, Hunter College, City University of New York and-writing-from-sources/General-guidelines.pdf(https://www.hunter.cuny.edu/rwc/repository/files/the-documented-essay/guides-to-research-)
To enable him to see God conduct His purposes and fulfill His promises to Abraham (Genesis 37:5-11, 41:32, 42:1-5, 45:4-7, and 50:20),
The Joseph Saga (Genesis Thirty-Seven Through Fifty)
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-Abraham Lincoln Biblical Literacy Secondary Education
To prepare him to become a role model for forgiveness and to lead his brothers to repentance (Genesis 50) To teach him the capacity to accept delays in life (See Genesis 40:1-14, 23)
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Essay Grading rubrics: Academic Writing Guide (https://writingguideonline.com/high-schoolessay-rubric/) A Closing Thought: "Nearly all men can stand adversity, but if you want to test a man's character, give him power."
in
To become God’s instrument for saving lives (Genesis 50:20)
To train him to be loyal and steadfast (Genesis 39:2-6)
To let him experience God’s favor (Genesis 39:2-6 and 21-23)
To strengthen his ability to withstand life’s adversities (Genesis 37-50)
Academic Initiatives for Biblical Literacy in Secondary Education 211
demonstrate the understanding of figurative language, word relationships, and nuances in word meanings.
Book: Irony in the Old Testament by Eden M. Good (pages 80-114) (https://archive.org/details/ironyinoldtestam00good/page/98/mode/2up?view=theater)
Lesson Objectives: Students will: find the diverse types of biblical irony, including situational, and verbal irony, litotes, paradoxes, and overstatements.
Duration: 3-4 hours Materials: Video: Situational Irony by Christopher Warner irony-the-opposite-of-what-you-think-christopher-warner#review)(https://ed.ted.com/lessons/situational-
explain how the use of irony affects the text.
LESSON THIRTY IRONY IN THE BOOK OF GENESIS
decide the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
analyze the cumulative impact of specific word choices on meaning and tone.
Expected Learning Outcomes: At the end of the lesson, student will be able to: distinguish between the types of irony.
In literature, irony appears in three forms: verbal, situational, and dramatic. Irony is often used for emphasis in the affirmation of a truth Verbal irony occurs when a character says something that is the exact opposite of what will happen or what he or she means. Situational irony takes place when the least expected happens in a scenario. Dramatic irony occurs in literary works when an incongruity takes place between the words or actions of a character and the understanding of a given situation by the audience or reader. In other words, the audience or reader has knowledge of a significant situation while the character is unaware of what is happening. Ironic literary forms can include similes, sarcasms, paradoxes, oxymorons, and litotes. Students will examine examples of irony in the Book of Genesis.
Lesson Overview
Key Concepts: verbal, situational and dramatic irony, puns, similes, sarcasms, paradoxes, oxymorons, litotes, irony of fate, irony of events, and irony of circumstance
explain how figurative and connotative words and phrases are used in biblical text.
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Article: “The Story of Joseph” (https://www.myjewishlearning.com/article/the-story-ofjoseph/) Academic Initiatives for Biblical Literacy in Secondary Education
Edit your writing to correct errors.
3. Situational irony can be called irony of fate, irony of events, and irony of circumstance.
Read the selections listed above and respond to the study questions.
Respond to the study questions.
1. Select the statement that is INCORRECT.
Study Questions: (Video: Situational Irony by Christopher Warner) Based on the video and expanded research, are the following statements (A) CORRECT or (B) INCORRECT?1.
e. All the statements above are correct.
2. Situational irony is anything considered inappropriate.
Study Questions Book: Irony in the Old Testament by Eden M. Good (https://archive.org/details/ironyinoldtestam00good/page/98/mode/2up?view=theater Directions: Select the statement that is INCORRECT.
d. Chapter 3 of Genesis begins the drama of humanity’s failure to meet God’s purpose for creating people.
Procedure: View the video: Situational Irony by Christopher Warner warner#review(https://ed.ted.com/lessons/situational-irony-the-opposite-of-what-you-think-christopher-.)
Note key details for future quizzes, examinations, and class discussions.
2. Select the statement that is INCORRECT.
4. Irony of fate signifies a strange fatality which has brought about something quite the reverse of what might have been expected.
5. In biblical text, God reveals His purpose through ironic situations
a. God divinely appoints humankind as ruler of the earth in Genesis 1:28.
c. The first two chapters of Genesis recount mankind’s failure to live up to the standards of his Creator, Yahweh.
Respond to the reflection(s).
Situational irony is an event or occasion in which the outcome is significantly different from what was expected.
b. Ironically, humanity is ordained to be servants of the soil in Genesis 2:15. Academic Initiatives for Biblical Literacy in Secondary Education 213
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
a. The presence of sin is an ironic motif in God’s “good” earth.
b. God describes everything that He makes in the Creation narratives to be “good.”
Post the reflection(s) on the discussion board.
b. Ironically, sin disrupts the harmony between human and human.
a. Ironically, the Tree of Knowledge of Good and Evil is a source of power.
6. Select the statement that is INCORRECT.
e. All the statements above are correct.
d. Ironically, the alteration of the relationship between God and humanity in Genesis 3 extends to the man blaming God for what was originally meant to be a blessing.
4. Select the statement that is INCORRECT.
e. All the statements above are correct.
c. By partaking of the forbidden fruit in Genesis, Chapter 3, humanity disregards limitations.
e. All the statements above are correct.
d. Ironically, although humans are created from the ground, they lose the earth’s cooperation in yielding sustenance.
b. Ironically, in grasping for more than they already had, Adam and Eve lose their home in paradise.
a. The sin of disobedience causes the woman to take a subordinate role in the relationship with her husband.
c. Ironically, half of what it says to Eve is reversed after she eats the fruit.
d. Ironically, eating the fruit produces a sense of helplessness.
a. After sin enters the world, nakedness in biblical text is a sense of helplessness instead of innocence.
c. Ironically, the divine knowledge that they gain when their eyes open causes them to hide themselves.
5. Select the statement that is INCORRECT.
a. Disobedience affects mankind’s relationship with God.
3. Select the statement that is INCORRECT.
b. In Genesis, Chapter 3, humans are introduced to shame after grasping for divine knowledge independent of God.
d. Ironically, instead of experiencing physical death at once, the humans become acquainted with fear and shame.
b. The serpent speaks partial truths.
Irony in the Book of Genesis
c. The serpent, ironically, is reduced to a shameful position of crawling on its belly in the dirt.
e. All the statements above are correct.
7. Select the statement that is INCORRECT.
e. All the statements above are correct.
Academic Initiatives for Biblical Literacy in Secondary Education 214
d. Ironically, man’s excessive desire to be like “gods” results in his loss of divine appointments.
c. Ironically, the relationship between earth and humanity is disrupted in the Genesis 3 narrative.
c. Sin lurks with the intent to ambush humankind.
b. Ironically, in Genesis 4:10, the soils becomes uncooperative and accuses Cain of his crime. c. Cain loses his home and becomes a wanderer.
9. Select the statement that is INCORRECT.
b) Cain’s murderous sin nature extends to Lamech (Genesis 4:23-24).
a. God admonishes Cain about his anger before he kills his brother Abel.
c) The results of one ruptured relationship between the brothers in Genesis, Chapter4 expands to a tragically ironic pattern in God’s “good” world.
b. Ironically, Cain has time to reconsider his murderous plan.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
a. In biblical text, God is the only giver of life.
8. Select the statement that is INCORRECT.
c. Because of jealousy and anger, Cain fails perceive his true relationship to his brother as a “keeper.”
c. In the story of the Tower of Babel, unlimited human power and fame connote an air of illegitimacy.
10. Select the statement that is INCORRECT.
d. Ironically, although they are created in the image of God, humans tend to increase in evil when they are given power and fame.
in Secondary
d. The Hebrew term for “keeper” is a pun that relates to Abel’s vocation as a shepherd, or a keeper of sheep. e. All the statements above are correct.
d. Ironically, Cain cries against the possibility of being murdered after he has killed his only brother. e. All the statements above are correct.
a. Like Adam, Cain loses his vocation as a servant of the soil.
a) As the story of humanity progresses, ironically, people increase in wickedness while obeying God’s command to increase in population.
d. Ironically, Cain takes course the course of sin by ambushing his brother in a field. e. All the statements above are correct.
11. Select the statement that is INCORRECT.
b. Ironically, the obvious answer is affirmative; he is his younger brother’s keeper.
a. Cain’s question, “Am I my brother’s keeper?” in Genesis 4:9 has a sarcastic tone.
e. All the statements above are correct. Biblical Literacy Education
d) Ironically, when humans claim divine privileges, they become “beastly” and strange. e) All the statements above are correct.
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b. The Babel narrative shows that excessive human aspirations produce evil.
e. All the statements above are correct.
d. Irony can be detected by the tone of one’s voice.
b. Noah plants a vineyard and uses its produce to become intoxicated.
17. Select the statement that is INCORRECT.
13. Select the statement that is INCORRECT.
c. The theme of nakedness that connects to the Creation narrative is associated with shame.
c. Canaan becomes “the land flowing with milk and honey.”
a. In the Flood narrative, the ground has a role in man’s trouble.
a. The Flood narrative in Genesis, Chapter 6, depicts a “good” world that has gone astray.
a. Verbal irony communicates the opposite of what is said.
e. All the statements above are correct.
a. The writer proposes that in Genesis 11:6, God ironically mocks the attitude of the people building the tower.
b. Chaotic waters are first introduced in the Creation narratives in Genesis 1 and 2.
16. Select the statement that is INCORRECT.
b. For a while, God gives the descendants of Canaan the promised land.
d. At the end of the Flood, when Noah tries to return to normalcy, he reintroduces sin when he becomes intoxicated.
15. Select the statement that is INCORRECT.
d. Ham’s sin relates to his father’s nakedness.
e. All the statements above are correct.
d. In verbal irony, the speaker’s attitude is one of rejection or disapproval.
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c. Ironically, the chaotic waters from the Flood serve a means of reestablishing order and “goodness” on earth.
Irony in the Book of Genesis
a. The curse of Ham affects Canaan, Noah’s grandson.
14. Select the statement that is INCORRECT.
12. Select the statement that is INCORRECT.
b. Dramatic irony derives from the fact that the character knows less than the reader.
e. All the statements above are correct.
b. The first eleven chapters of Genesis use irony to emphasize how God’s providential plan overrides the plans of men.
c. The Book of Genesis uses irony in telling how God’s promises override human failure and fallibility.
c. Ironical utterances can be said in the form of questions.
d. Ironically, the descendants of Ham take part in the fulfillment of God’s promise made to Abraham.
e. All the statements above are correct.
b. This is an example of an overstatement: “That in blessing I will bless thee, and in multiplying I will multiply thy seed as the stars of the heaven, and as the sand which is upon the seashore; and thy seed shall possess the gate of his enemies…” (Gen. 22:17) (KJV)
e. All the statements above are correct.
d. A writer’s use of irony in a text is usually implicit.
b. Jacob’s repeated choice of the younger son over the older, reinforces the theme of God’s plan to prevail over the customs and expectations of human culture.
20. Select the statement that is INCORRECT.
18. Select the statement that is INCORRECT.
d. In literature, writers use overstatement for the sake of humor, and for laying emphasis on a certain point.
a. An understatement (litotes) is an expression of lesser strength than what the speaker or writer means or than what is normally expected.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
a. Verbal irony is within the blessings that Jacob gives to his sons (Genesis 49).
19. Select the statement that is INCORRECT.
b. In literature, the use of irony can be difficult to detect.
c. An overstatement is used to make a point more serious, important, or beautiful.
e. All the statements above are correct.
e. All the statements above are correct. For Reflection: Read each of the following scenarios and reflect on the irony in each. Write a five-eight sentence response to the events/situations below about biblical irony. Edit your writing to remove errors. Post your responses on the discussion board. Label the reflections: Irony in the Book of Genesis. for Biblical Literacy
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a. This is an example of an overstatement: “And I will make thy seed as the dust of the earth: so that if a man can number the dust of the earth, then shall thy seed also be numbered.” (Gen. 13:16) (KJV)
c. Ironically, Jacob’s final blessings over his sons and grandsons reflect his own way of gaining his blessing as a younger son.
d. Dramatic irony is particularly clear in the story of Joseph (50:20).
e. All the statements above are correct.
b. An overstatement is an act of saying something more profoundly than it is.
c. This is an example of an overstatement: “Your descendants will be like the dust of the earth, and you will spread out to the west and to the east, to the north and to the south. All peoples on earth will be blessed through you and your offspring.” (Gen. 28:14) (NIV)
a. An echoic utterance can be a form of irony.
c. Dramatic irony is not present in any of the patriarchal narratives.
d. This is an example of a litotes: “And in the morning, behold, it was Leah.” (Gen. 29:25)
Academic Initiatives
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A Closing Thought: “The patriarchal, the Jewish, and the Christian dispensations, are evidently but the unfolding of one general plan.” Hopkins
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Irony in the Book of Genesis God1 informs Abraham that his descendants will be strangers in a land that they did not own, and that their enemies will afflict them four hundred years. God also assures Abraham that He will judge the oppressive nation and that his descendants will come out with great possessions. How is this an example of situational irony? (Gen. 15:12) Because2 of Sarah’s beauty, Abraham (her husband who fears for his life) tells Abimelech king of Gerar that Sarah is his sister. In fact, she is his half-sister. Abimelech takes Sarah into his harem, but God sends him a dream forbidding him to touch Sarah because she is Abraham’s wife. What is ironic about the way that Abraham behaves after receiving such great promises from God? (Gen. 20:3–7) After3 Jacob deceitfully steals his brother Esau’s inheritance, he flees from his brother’s fury. God speaks to him in a dream about a ladder reaching to heaven upon which angels ascend and descend. In the dream, God extends Abraham’s blessing to Jacob. What is ironic about this event and God’s choices of people to fulfill His promise to Abraham? (Genesis 28:10-17) God4 reveals to Joseph in a dream that one day his family will bow to him in deference. Instead of giving Joseph honor, however, his brothers become angry and sell him into slavery in Egypt. After countless vicissitudes in his life, Joseph’s dream is fulfilled. Through divine providence, Joseph’s dream comes to pass, and he saves his family from a famine. How does God use irony to fulfill His plans for humans? (Genesis 37:1-11)
Expected Learning Outcomes: At the end of this lesson, students will: demonstrate an understanding of idiomatic expressions derived from the Book of Genesis. distinguish between figurative and literal language. understanding of figurative language, word relationships, and nuances in word meanings.
demonstrate understanding of figurative language, word relationships, and nuances in word meanings. engage in collaborative discussions building on others' ideas while expressing their own thoughts accurately and clearly.
Book: Idioms in the Bible Explained and a Key to the Original Gospels (Chapter 5: The Book of Genesis) a-key-to-the-original-gospels/5(https://zoboko.com/text/zo8mqm68/idioms-in-the-bible-explained-and-)
Duration: 1-2 hours Materials: Video: English Idioms (https://www.youtube.com/watch?v=jdSNNy9KkEI)
exchange ideas accurately and clearly.
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Key Concepts: biblical idioms, puns, metaphors, allegory Lesson Objectives: Students will: examine everyday expressions whose meanings are derived from the Book of Genesis.
Article: “Biblical Idioms” by Maymie Hayim (http://www.mayimhayim.org/Hebrew%20Perspectives/Biblical%20Idioms.RX5.htm) Academic Initiatives for Biblical Literacy Secondary Education
LESSON THIRTY-ONE IDIOMS FROM THE BOOK OF GENESIS Lesson Overview: In the Western tradition, idioms have become an essential element of literature and descriptions of everyday life. An idiom is language distinct to a group of people or to a district, community, or class. All languages have idioms. In Western culture, the phrasing, vocabulary, and inflections of the King James Bible have left a profound impact on our society. In this lesson, students will examine common idioms derived from the Book of Genesis.
Activity 1 Resource: Idioms in the Bible Explained and a Key to the Original Gospels (Chapter 5: The Book of Genesis) to-the-original-gospels/5(https://zoboko.com/text/zo8mqm68/idioms-in-the-bible-explained-and-a-key-)
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Directions: Select the best explanation for the idioms. 1. “Let there be light.” (Gen.1:3) A. Let there be enlightenment/ knowledge. B. Let there be order. C. Let there be peace. D. Let there be plenty. E. None of the above 2. “The Tree of the Knowledge of Good and Evil” (Genesis 2–3) A. Moral law B. Eternity C. Lack of knowledge D. Ignorance E. None of the above 3. “Thorns and thistles” (Genesis 3:17-18) A. Weary and impatient B. Straits and trials C. Shame D. Fear E. None of the above 2. “The serpent” (Gen. 3:1) A. A competitor B. An enemy C. A mystery D. Exposure E. None of the above 3. “My spirit shall not dwell in man forever.” (Gen. 6:3) A. “I shall not live with you.” B. “I shall not hear you.” C. “I have become weary and impatient.” D. “I have another plan.”
Idioms from The Books of Genesis Procedure: Use the materials as shown to respond to the study questions/follow-up activities.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S E. None of the above Academic Initiatives for Biblical Literacy in Secondary Education 221
8. “As the stars of heaven.” (Gen. 22:17) A. Heavenly B. Angelic C. Scattered D. Innumerable E. None of the above. 9. Hand under thigh. (Gen. 24:2) A. Listening to an elder B. Forgiving an enemy C. Swearing upon the testicles of the master D. Talking to a stranger E. None of the above 10. Looking behind (Gen. 19:17) A. Lifeless; stricken B. Regretting; wasting Biblical Literacy Secondary Education
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Idioms from The Books of Genesis 4. “Naked” (Gen. 2:25) A. Banned B. Afraid C. Tempted D. Exposed E. None of the above 5. “I set my bow in the clouds.” (Gen. 9:13) A. “I make a promise.” B. “I establish the evening.” C. “I set the rainbow in the sky.” D. “I establish plans.” E. None of the above 6. “I have lifted up my hands.” (Gen.14:22) A. “I am ready to fight.” B. “I am leaving.” C. “I am ready.” D. “I am taking a solemn oath.” E. None of the above.
Academic Initiatives for
7. “Thy seed” (Gen. 17:7) A. Your offspring; descendants B. Your land; ground C. Your harvest D. Your ancestors E. None of the above.
15. A “coat of many colors” refers to Joseph’s multicolored coat in Gen.37:23.
14. In biblical text, the expression “wrestling with angels” (Gen. 32:24) means that one is struggling with something as Jacob wrestles with an angel in Genesis.
20. “Fire and brimstone” (Gen. 19:24) refers to the destruction the wicked cities Sodom and Gomorrah.
26. “Forbidden fruit” (Gen. 3) is something that is desired but not allowed.
19. “Unstable as water” (Gen. 49:4) means that someone is undecided.
Directions: Write down if the following statements are (A) CORRECT or (B) INCORRECT.
23. “Old as Methuselah” refers to the oldest man in biblical text, Methuselah, age 969 years old.
18. “Said in heart” (Gen 27.41) means that one thought to own self.
16. “He gathered up his feet into the bed” means that he died.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S C. Having weak or gentle eyes D. Thought to oneself E. None of the above 11. He gathered up his feet. (Gen. 49:33) A. Stretched out his feet and breathed his last breath B. Restored to honor C. Struggled with something D. Captured cities E. None of the above 12. Laying on of hands (Gen. 14:48) A. Blessed B. Rebuked C. Forgot D. Befriended E. None of the above 13. The way of women (Gen. 31:35) A. Beauty B. Childbirth C. Marriage D. Menstruation E. None of the above
21. “Am I my brother’s keeper?” (Gen. 4:9) relates to a person’s responsibility to care for someone else.
17. To “possess gates” means to capture cities.
22. “By the sweat of your brow” (Gen. 3:19) concerns hard labor.
24. “To dust you shall return” (Gen. 3:19) is a part of funeral rituals referring to the cycle of life.
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25. “Fall from grace” (Gen. 3) means that one has lost an honorable state in life.
29. “The expression “Adam knew his wife” (Gen. 4:1) refers a sexual relation.
Idioms from The Books of Genesis
30. “The mark of Cain” is associated to public disgrace.
31. The expression, “Go to your fathers in peace” (Gen. 15:15) refers to dying.
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27. An “Adam’s apple” (Gen. 3:6) refers to the protrusion in the human neck formed by the angle of the thyroid cartilage surrounding the larynx, most visible in men.
28. “Extending an olive branch” ( Gen. 8:11) is a symbol of peace.
For Reflection: Find at least five (5) added idioms that are taken from the Book of Genesis. Tell how the expressions are used in the Scriptures. How relevant are the idioms today? (Write five-eight sentences. Post your response on the discussion board. Label the post: “Genesis Idioms.”)
A Closing Thought: The Hebrew Bible contains multiple provisions to ensure that no one would go hungry. The corners of the field, forgotten sheaves of grain, gleanings that drop from the hands of the gleaner, and small clusters of grapes left on the vine were to be given to the poor.Jonathan Sacks
Key Concepts: allusions, universal themes, direct and indirect quotations
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Lesson Overview: The renowned English bard, William Shakespeare is regarded as the greatest writer in the English language and the world's greatest dramatist. Translated in eighty languages, the words, phrases, and lines from his works have helped shape modern English. Heavily affected by the Hebrew Bible, his famous plays are known for their universal themes and insight into the human condition. The influence of the Bible on Shakespeare’s plays is so deep that at times, it is difficult to distinguish between biblical language and his own word choices. At times, Shakespeare quoted the biblical text directly, but more often he included a partial quote or an allusion. Students will examine biblical allusions in Shakespeare’s writings.
Objectives: Students will: apply knowledge of language to understand how language functions in different contexts. to make effective choices for meaning or style, and to understand more fully when reading or listening. understand the influence of the Hebrew Scriptures on Western literature. find the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. initiate and take part in collaborative discussions.
Duration: 2-3 hours Materials: Study Guide: Shakespeare and the Bible by Michael J. Cummings (http://www.shakespearestudyguide.com/Shake2/Bible.html) Academic Initiatives for Biblical Literacy Secondary Education
LESSON THIRTY-TWO SHAKESPEARE’S ALLUSIONS TO THE BOOK OF GENESIS
Expected Learning Outcomes: At the end of this lesson, students are expected to be able to: compare translations of the English Bible. understand the meaning of biblical allusions. recognize biblical allusions in the works of William Shakespeare.
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Reflect on the question(s), write a response, edit writing, and post your response on the discussion board. Label the post: Shakespeare Use of Biblical Allusions.
12. The lines in the play Richard III, 4.3.45, “The sons of Edward sleep in Abraham's bosom” alludes to the Hebrew patriarch Abraham (Genesis 12) as a place of resting for the righteous after death.
11. In Henry V, 1.1.28-33, the lines: “…like an angel, came And whipp'd the offending Adam out of him, Leaving his body as a paradise” alludes to the first human, Adam, who offends God by eating fruit from the Tree of the Knowledge of Good and Evil (Genesis 2:4-3:24).
13. Shakespeare alludes to the biblical Adam in As You Like It, The Comedy of Errors, Hamlet, Henry IV Part I, Henry VI Part II, Love's Labour's Lost, and Much Ado About Nothing.
10. His works have hundreds of allusions and references to Hebrew Scriptures.
14. In Hamlet, 5.1.34, Shakespeare alludes to the murder Abel by his brother, the biblical Cain (Genesis 4): “That skull had a tongue in it and could sing once. How the knave jowls it to the ground, as if 'twere Cain's jawbone, that did the first murder!”
7. A reader can assume that “the serpent” in Shakespeare’s play alludes to the serpent in Genesis, Chapter 3 in that it appears innocent to Eve, but proves to be evil.
5. In The Tragedy of Macbeth, Lady Macbeth compares to Eve (Genesis 3) in that she compels her husband to commit a forbidden act.
1. The English Bibles versions available during William Shakespeare’s times included: The Tyndale Bible (New Testament, Part of Old; first English Bible), The Coverdale Bible, The Great Bible, The Geneva Bible, The Bishops' Bible, The Douay-Rheims Bible (Catholic), and The King James Bible.
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(https://www.reformation21.org/articles/shakespeare-and-the-geneva-bible.php) Procedure: Respond to the study questions by using the resource Shakespeare and the Bible (http://www.shakespearestudyguide.com/Shake2/Bible.html).
6. In the play Macbeth, Lady Macbeth suggests that her husband imitate the subtle serpent in Genesis 3, saying, “Look like the innocent flower / But be the serpent under it” (1.5.63-64).
8. In the Bishops' Bible, Genesis, 1:1 reads: “And the serpent was suttiller then every beast of the fielde …”
Study Directions:Questions:Based
3. In general, Shakespeare did not quote a Bible passage directly, but he paraphrased or summarized it.
4. None of Shakespeare’s poetry alludes to biblical characters or stories.
9. Shakespeare had a deep knowledge of both the Old and New Testaments.
2. Scholars guess that Shakespeare read the Geneva Bible more often than other Bibles.
on the information in the study guide, are the following statements (A) CORRECT or (B) INCORRECT?
Shakespeare’s Allusions to the book of Genesis Article: “Shakespeare and the Geneva Bible” by Leland Ryken
1. Mainstream scholars are indebted to studies about the influence of the Hebrew Bible on the writings of William Shakespeare.
7. Shakespeare's drama has more references to the Bible than the plays of any other Elizabethan playwright.
13. The Geneva Bible is commonly called the Puritan Bible.
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20. In King Henry VI, 2.3.15, the words, “Thy brother’s blood the thirsty earth hath drunk,” allude to Genesis 4,10–11 when the ground cries out after Cain kills his brother.
15. In the Scriptures, Cain uses a rock instead of a jawbone to kill his brother Abel.
2. Naseeb Sheheen deals with the subject of the Bible’s influence on Shakespeare’s works in his book Biblical References in Shakespeare's Plays
5. During the Protestant Reformation, children learned how to read by using the Hebrew Bible.
10. Shakespeare's allusions are generalized, but often the biblical parallels require prior scholarly knowledge.
17. In The Merchant of Venice, 1.3.52-55, the lines: When Jacob graz'd his uncle Laban's sheep—This Jacob from our holy Abram was, As his wise mother wrought in his behalf …”; allude to Abraham’s grandson Jacob, his mother Rebekah, and his brother Laban (Genesis 24).
12. Shakespeare used the Geneva Bible in his plays during the second half of his career as a writer.
11. Until 1598, Shakespeare's biblical references were primarily to the Bishops' Bible.
16. These lines from Hamlet,3.42-44 allude to Cain killing his younger brother Abel: “O, my offence is rank it smells to heaven; It hath the primal eldest curse upon't, A brother's murder.”
Directions: Based on the information in the study guide, are the following statements (A) CORRECT or (B) INCORRECT?
4. Shakespeare lived during a movement in which English Reformers dedicated their energies into translating the Bible.
8. An estimated count of biblical references in Shakespeare’s works totals 1200.
6. The members of Shakespeare’s family were Catholics.
Study Questions: Article: “Shakespeare and the Geneva Bible” by Leland Ryken (https://www.reformation21.org/articles/shakespeare-and-the-geneva-bible.php)
9. The Bible story of Cain and Abel appears more than twenty-five times in Shakespearean writings.
18. The words “They will be kin to us, or they will fetch it from Japhet” in Henry IV Part II, 2.2.44 allude to Japheth, one of Noah's three sons (Genesis 10:21).
19. The line: “No, sir, . . .Noah’s flood could not do it” in The Comedy of Errors, 3, 2.9192 refers to Noah in the Flood narrative that begins in Genesis, Chapter 3.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
3. The story of Shakespeare and the Bible partly relates to the Protestant English Bible translation in the sixteenth century.
27. Universally, literary writers have linked fictional characters to characters in the Bible in Christian tradition.
15. The writer proposes that Shakespeare's first acquaintance with the Geneva Bible took place when he was a student at the Stratford Grammar School.
16. During his studies in grammar school, Shakespeare translated passages from the Geneva Bible into Latin and English.
22. Shaheen said that "it would be strange if the most often printed book of the day was not part" of Shakespeare's library.
25. During Shakespeare’s times, biblical references were a part of everyday usage among the people.
Explain the significance of the statement: “Everybody that could, bought the book and among the elderly learned to read on purpose.” (John Strype)
24. The Hebrew Bible influenced Shakespeare in choosing his subject matter.
23. The writer, Shaheen, asserted that Shakespeare did not take story material from the Bible the way Milton did.
19. Shakespeare's contemporaries pictured him as an unlearned genius who invented his writings from his own imagination.
17. Shakespeare's writings referred to the marginal notes of the Geneva Bible.
29. According to the writer of the article, one scholar speaks of biblical phrases and images as "an echo-chamber of the imagination" for Shakespeare.
18. In the play Hamlet, Shakespeare alludes to the Cain and Abel narrative when King Hamlet's brother kills him in a garden.
26. The writer speaks of the Bible as a subtext for Shakespeare's play, showing Shakespeare how to achieve the dramatic effects that he wanted.
Directions: Examine the list of major English Bible translations at onlyism/chronological-list-of-major-english-bible-translations/https://carm.org/king-james-
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For Reflection: The Renaissance historian John Strype (1737) wrote about the fervent appeal of the appearance of the vernacular Bible in England during his times. He said: “It was wonderful to see with what joy the book of God was received, not only among the learned sort and all the vulgar [uneducated] and common people; with what greediness God's word was read, and what resort to places where the reading of it was. Everybody that could, bought the book and among the elderly learned to read on purpose. And even little boys flocked among the rest to hear portions of the Holy Scriptures read.”
28. Links to the Bible in works of literature can be proved through allusions.
21. The poem, “On Shakespeare, 1630” by John Milton describes inappropriate monuments dedicated to the life of William Shakespeare.
20. English poet and intellectual, John Milton, viewed Shakespeare as a writer who "warbled his native wood-notes wild."
Shakespeare’s Allusions to the book of Genesis
14. The Geneva Bible was the "mass Bible" of its day because it was more portable and affordable than other English translations.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Tell what made Bible-reading so special during the Renaissance period in contrast to the earlier times? Discuss the impact that the Hebrew Bible had on the young as well as the elderly during the Renaissance period? Write your responses in full sentences. Edit your writing to correct errors. Post your reflection on the discussion board. Label the post: A Reflection on the Translation of the English Bible during the 1600s. (An added resource: Article: “The History of Translation In The Renaissance Period” Ahttps://renaissance-translations.com/translation-in-the-renaissance/)ClosingThought: “Consideration, like an angel, came And whipp'd the offending Adam out of him, Leaving his body as a paradise.” -William Shakespeare (Henry V, 1.1.28-33) Academic Initiatives for Biblical Literacy in Secondary Education 229
Objectives: Students will: apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to understand more fully when reading or listening.
express ideas and points of view succinctly, clearly, and accurately.
LESSON THIRTY-THREE JOHN BUNYAN’S EXPOSITION ON THE FIRST TEN CHAPTERS OF GENESIS
Lesson Overview: John Bunyan (1628) was an English writer and Puritan preacher best remembered as the author of the Christian allegory The Pilgrim's Progress. Bunyan wrote approximately sixty works, including expanded sermons. Imprisoned for nearly thirteen years, his only solace were his Bible and Fox's Book of Martyrs written by Protestant English historian John Foxe, first published in 1563. Evidence of Bunyan’s earnest study of the Holy Scriptures is found in the incomplete commentary An Exposition of the First Ten Chapters of the Book of Genesis, published in 1691 by Charles Doe. The work was discovered in his own handwriting after his death in 1688. This lesson will focus on Bunyan’s expository comments on the first ten chapters of the Book of Genesis.
explain how the Hebrew Bible influenced Western literature.
understand expository historical expository writings.
understand the influence of the Hebrew Scriptures on Western culture.
interpret and explain a writer’s point of view.
understand the meaning of biblical allusions and expository commentaries.
form and share ideas from assigned readings independently and collaboratively.
Expected Learning Outcomes: At the end of this lesson, students are expected to be able to: compare translations of the English Bible.
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initiate and take part effectively in collaborative exchanges to build on others' ideas and express their own thoughts succinctly, clearly, and persuasively.
Key Concepts: exposition, commentary, allusions, universal themes, direct and indirect quotations
interpret a writer’s point of view.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S paraphrase the writings of different authors.
1. John Bunyan notes God’s perfection in good judgment, strength, rightness, and compassion.
3. He says that angelic beings do not look upon God fully, and that humans cannot see God and continue to live.
Procedure: Read the following passages and respond to the study questions. Respond to the reflection. Edit writing to correct errors. Post the reflection on the discussion board, Label the post: John Bunyan’s Exposition on Genesis Passage One (Genesis, Chapter 1) (On God) “In his attributes of wisdom, power, justice, holiness, mercy, &c., he is also inconceivably perfect and infinite, not to be comprehended by things in earth, or things in heaven; known in the perfection of his being only to himself. The seraphim cannot behold him, but through a veil; no man can see him in his perfection and live… No act of justice is without his will, power, and wisdom; no act of mercy is against his justice, holiness, and purity…Wisdom is in his justice, holiness is in his power, justice is in his mercy, holiness is in his love, power is in his goodness …” TRUE (A) or (B) FALSE (B)?
Materials: Internet access/ a computer with editing capability Paper/pen Reading passages from An Exposition of the First Ten Chapters of the Book of Genesis, published in 1691 by Charles Doe an_exposition_on_the_first.htm(https://biblehub.com/library/bunyan/the_works_of_john_bunyan_volumes_1-3/)
2. Bunyan writes that God is so flawless that earthly or heavenly creatures cannot fully understand him.
Duration: 2-3 hours
4. Based on his notes, Bunyan believed that acts of justice are derived from God. Academic Initiatives for Biblical Literacy in Secondary Education 231
Procedure: Write a one-sentence paraphrase of each passage. Respond to the study questions. Write a response to the reflection instructions.
6. “The combat” alludes to the struggle between the adversary, the devil, and humanity.
10. Every whit of these came into the world as the portion of mankind, for that first transgression of our first parents” means that the first sin in the Garden brought God’s judgment upon people that end in death.
7. He proposes that biblical text should remain simple enough to be understood.
Passage Two (Genesis, Chapter 3) (On the Serpent)
“He tempts by means; he appeareth not in his own shape and hue, but assumeth the body of one of the creatures, the body of the serpent, and so begins the combat. And from hence it is, that in after ages he is spoken of under the name of that creature, "the dragon, that old serpent which is the devil, and Satan" (Rev. 20:2) …He labours to make them question the simplicity of the word of God, bearing Adam's wife in hand, that there must needs be some meaning that palliates the text…Hence learn, that so long as we retain the simplicity of the word, we have Satan at the end of the staff;…”
5. Bunyan noted that Satan takes on the appearance of other creatures.
9. In his writing, Bunyan proposes that all the world’s ills resulted from the actions of the first humans in Genesis, Chapter 3.
11. Another word for “transgression” is “infringement” or “violation.”
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TRUE (A) or (B) FALSE (B)?
“By this act of these two, the whole world became guilty of condemnation and eternal judgment (Rom 5). By this came all the blindness, atheism, ignorance of God, enmity and malice against him, pride, covetousness, adultery, idolatry, and implacableness, &c., that is found in all the world. By this, I say, came all the wars, blood, treachery, tyranny, persecution, with all manner of rapine and outrage that is found among the sons of men. Besides, all the plagues, judgments, and evils that befall us in this world, with those everlasting burnings that will swallow up millions for ever and ever; all and every whit of these came into the world as the portion of mankind, for that first transgression of our first parents.”
TRUE (A) or (B) FALSE (B)?
Passage Three (Genesis, Chapter 3) (On Adam and Eve)
8. The expression, “these two,” refers to Adam and Eve in the Garden of Eden.
12. The writer sees sin as a violation of God’s commandments.
John Bunyan’s Exposition on the First Ten Chapter of Genesis
14. Bunyan suggests that Adam and Eve hid themselves to protect themselves from their own conscience.
TRUE (A) or (B) FALSE (B)?
Literacy in Secondary
Ver. 5. "And surely your blood of your lives will I require; at the hand of every beast will I require it, and at the hand of man; at the hand of every man's brother, will I require the life of man."
13. To “fortify” is to supply a place for safety.
TRUE (A) or (B) FALSE (B)?
20. Biblical text advocates respect for life. For Reflection Internationally popular Sir Walter Scott (1771-1832) began his career writing narrative poetry, and later started his career as a novelist. His knowledge of Scottish history and legends, along with his literary skills equipped him to become a renowned historical novelist, poet, and playwright. He believed in social justice and equality. He also believed in moral living regardless of religion, social status, or ancestry. Compare notes in Bunyan’s commentary to Sir Walter Scott’s poem “Man, the Enemy of Man.” Explain the sentiments of John Bunyan to Sir Walter Scott’s views on human life and acts of violence. (Write five-eight sentences. Edit your writing Biblical Education
18. One can infer that Bunyan would have referred to this verse of Scripture to uphold the sanctity of human life.
16. Bunyan implies that the coverings from fig leaves stand for self-righteousness.
15. The writer questions Adam’s motive for hiding himself.
17. He asserts that human schemes for self-righteousness cannot withstand God’s true righteousness. Passage Eight (Chapter 9) (On the Sanctity of Life)
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19. The verse requires the death penalty for taking human life.
Academic Initiatives for
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S Passage Four (Chapter 3) (On Sin, Shame, and Self-Righteousness)
"And Adam and his wife hid themselves." Hence observe, That a man's own righteousness will not fortify his conscience from fear and terror, when God begins to come near to him to judgment. Why did Adam hide himself, but because, as he said, he was naked? But how could he be naked, when before he had made himself an apron? O! the approach of God consumed and burnt off his apron! Though his apron would keep him from the sight of a bird, yet it would not from the eye of the incorruptible God…Let therefore all self-righteous men beware, for however they at present please themselves with the worthiness of their glorious fig- leaves; yet when God shall come to deal with them for sin, assuredly they will find themselves naked.”
7. Man engages in warlike tactics in fierce pursuits of other humans.
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Study Questions: Are the following statements (A) TRUE or (B) FALSE about Scott’s poem?
8. The warlike plans of humans lack purpose.
5. The poet sees the respect that other species show toward their own kind.
9. Using tactics of war, humans attack, chase, and ambush their fellowmen.
The falcon, poised on soaring wing, Watches the wild-duck by the spring; The slow-hound wakes the fox's lair; The greyhound presses on the hare; The eagle pounces on the lamb; The wolf devours the fleecy dam; Even tiger fell, and sullen bear, Their likeness and their lineage spare. Man, only, mars kind Nature's plan, And turns the fierce pursuit on man; Plying war's desultory trade, Incursion, flight, and ambuscade, Since Nimrod, Cush's mighty son, At first the bloody game begun.”
John Bunyan’s Exposition on the First Ten Chapter of Genesis to correct errors, Post your reflection on the discussion board, Label the post: A Reflection on Sir Walter Scott’s Poem, “Man, the Enemy of Man” and John Bunyan’s Views on Violence.)
The hunting tribes of air and earth Respect the brethren of their birth; Nature, who loves the claim of kind, Less cruel chase to each assigned.
2. Nature is personified in the poem.
3. The poet asserts that nature is compassionate to all creatures,
4. According to the poet, each part of creation has limited degrees of cruelty.
6. Man is the only creature that disfigures the plan of nature.
Study Directions:Questions:Respond to the study questions on Scott’s poem. “Man, the Enemy of Man” by Sir Walter Scott
10. Scott alludes to the biblical figure Nimrod of ancient Babylon mentioned in Genesis, Chapter 10. A Closing Thought: “Christianity and Judaism are united above all in their common affirmation and implementation of the moral teaching of the Hebrew Bible, or 'Old Testament,' and the traditions of interpretation of that teaching.”
1. The expression “hunting tribes of air and earth” refers to natural predators.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S David Novak Academic Initiatives for Biblical Literacy in Secondary Education 235
compare parallel themes in given biblical texts.
apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to understand more fully when reading or listening.
Expected Learning Objectives: At the end of the lesson, students will be able to: explain literary motifs as they are used in the Hebrew Scriptures.
recognize and explain parallel themes in different texts.
engage in scholarly discussions of the Hebrew Scriptures accurately.
Duration: 3-4 hours
Lesson Overview: The Book of Genesis is the first book of the Hebrew Bible, the sacred text of Judaism and Christianity. The Book of Revelation, the last Book in Christian Bibles, is a sequel to the Book of Genesis. In Christian tradition, the two books form the alpha and omega, the beginnings and the “unveilings of the end” of God’s purpose and plans for His world. The Book of Genesis recounts the origins the world, God love for humanity, mankind’s tragic default on a harmonious relationship with the Creator, the tragedies of sin, and God's brilliant plan to redeem and reclaim humanity and His world from the chaotic clutches of darkness. The central messages in the Book of Revelation are to have hope, to endure sufferings patiently, and to remain faithful until the Son of God, Jesus Christ, returns to judge evil, to reclaim the world, and to restore the lost paradise (the Garden of Eden) and fallen humanity to perfect divine order. In this lesson, students will examine the loss/restoration motif that connects the Books of Genesis and Revelation.
LESSON THIRTY-FOUR PARALLELS OF THE “LOSS/RESTORATION”
Key Concepts: restoration, redemption, loss/restoration motif, alpha and omega, revelation, revelation, unveilings Objectives: Students will: recognize the literary “loss/restoration” motif.
find and analyze motifs in biblical literature.
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in Secondary Education 236
THEME IN THE BOOKS OF GENESIS AND REVELATION
find and explain motifs in biblical literature.
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Use the study chart to respond to the reflection questions. Write your responses in complete sentences. Edit your writing to correct errors.
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
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Post your reflection on the discussion board, Label the post: A Reflection on the Parallelism in Genesis and Revelation.
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Procedure: View the video: Genesis 12-50 Torah Series by the Bible Project (https://bibleproject.com/explore/video/torah-genesis-2/). Respond to the study questions.
Materials: Internet access/a computer with editing capability Genesis 12-50 Torah Series by the Bible Project (https://bibleproject.com/explore/video/torah-genesis-2/
) Based on the video presentation, are the following statements (A) CORRECT or (B) INCORRECT?
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1. The Book of Genesis consists of two main parts, Chapters 1-11, and Chapters 12-50. The first part of Genesis begins in the Garden where humanity spirals downward toward self-destruction and ends with the Tower of Babel narrative where God scatters the rebellious humans. After the scattering of the people at Babel, the Book of Genesis recounts the Hebrew genealogy all the way to Abram. The second part of Genesis focuses on one family-the children of Abraham. In Scriptures, Abram’s name is changed to Abraham. God makes promises to Abraham that He will bless him and give him descendants. Through Abraham and his family, all the nations of the earth will be blessed. God intends to restore humanity to the goodness of the Garden of Eden. Abraham is God’s rescue plan for humanity. Abraham has a son named Isaac who becomes the father of Esau and Jacob. Jacob has twelve sons, and God renews His promise to each generation. The family of Abraham is dysfunctional. The second part of Genesis focuses on God promising Abraham and his wife Sarah a son. Twice, Abraham denies that Sarah is his wife. Sarah becomes impatient about bearing a son, so she persuades Abraham to sleep with her servant, Hagar. In their old age, Abraham and Sarah miraculously have a son whom they name Isaac. Isaac’s name means “laughter.” Isaac is the long-awaited son of the elderly Sarah and 100-year-old Abraham. The news about Abraham and Sarah’s son of promise provokes laughter from both parents. Biblical
Study Questions: (Video: Genesis 12-50 Torah Series by the Bible Project) (https://bibleproject.com/explore/video/torah-genesis-2/
11.
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32. God transforms the evil doings of the brothers into something good.
10. In Christian tradition, the “seed” of the woman is Jesus in the New Testament. The Book of Revelation foretells of “The Lion of Judah” buying men for God. In the Christian faith, humanity is redeemed (repurchased) by the blood of Jesus.
16.
26. They plan to kill him; instead, they sell him as a slave in Egypt.
13. In the Hebrew Scriptures, “the Lion of Judah” stands for one of Jacob’s sons.
3. In the Book of Revelation 21:27 in Christian Bibles, the serpent, called the Devil or Satan, cannot enter the holy city because of its evil nature.
33. The message of God’s ability to turn evil into good is prominent in the second half of Genesis.
2. In Christian tradition, the serpent has access to the Garden of Eden.
31. At the end of the saga, Joseph saves his family from starving to death.
4. Human disobedience causes a breach in the relationship with God in Genesis 3:8.
11.
35. Despite their failures, God uses fallible people to conduct His plans.
29. As the story progresses, the Middle East falls into a food shortage that causes Joseph's brothers travel to Egypt to get food.
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6. The serpent has free access to humans in the garden of Eden in Genesis, Chapter 3.
21. Esau is the hairy older twin.
30. When they arrive, they find their brother Joseph as the ruler of the whole land of Egypt.
8. In the Book of Revelation, the subtle tempter, is punished forever for its deception. Genesis 3:15 prophesies about the seed of the woman crushing the head of the serpent.
22. The birthright belongs to Esau, but Jacob and his mother, Rebekah, devise a plot to deceive his elderly blind father, Isaac.
“Parallels of the loss/Restoration” Theme in the Book of genesis and development
1. In Genesis 3:1, the serpent begins a deceptive conversation with Eve by asking, “Did God really say, “You must not eat from any tree in the garden'?"
25. Jacob gives Joseph a special multi-colored coat and his jealous brothers hate him.
27. While in Egypt, Joseph experiences a series of unfortunate events.
28. Joseph moves from being in a prison cell to becoming a great leader.
Directions: Use any Bible translation to answer the study questions. Are the following statements (A)TRUE or (B) FALSE?
20. Isaac has two sons: Esau and Jacob, but Jacob, the younger brother, wants the family's inheritance.
5. In Revelation 21:3, God restores the relationship with humanity.
7. In Revelation 20:10, “the devil who deceived them was thrown into the lake of fire and brimstone... and ... will be tormented day and night forever and ever.”
14. Twentieth century Afro-centric cultures recognize “the Lion of Judah.” “The Lion of Judah” and “the Root of David” are mentioned in Revelation 5:5,9. Both expressions symbolize victory through the blood that Jesus shed for all humanity.
15.
Study Questions (The Loss/Restoration Theme in the Books of Genesis and Revelation):
24. Jacob has twelve sons, but he loves his eleventh son, Joseph, more than all the others.
23. A theme of sibling rivalry permeates the Abrahamic narratives.
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34. Turning evil into good, God plans to use Abraham’s family to restore humans to their perfect state on earth as they had in the Garden.
17. In Christian tradition, the “Lion of Judah” symbolizes Jesus’ return to reclaim the earth.
A Closing Thought: “Behold the Lamb of God who takes away the sin of the world!”
20. Revelation 23:3 says, “No longer will there be any curse. The throne of God and of the Lamb will be within the city, and His servants will worship Him.”
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
19. In Christian tradition, Jesus’ return will end the devil’s reign of sin and evil.
-John the Baptist (The Christian Bible, John 1:29)
For Reflection: In five-eight sentences, explain how Revelation uses a lamb to symbolize Jesus and a dragon to stand for Satan. How does God use the lamb to defeat the Serpent? Find at least three more examples of the “Loss/Restoration” theme as literary parallels in the Books of Genesis and Relation. After editing your writing, post the reflection on the discussion board. Label the Post: The Biblical Loss/Restoration Theme.
18. Jesus, represented as a lion in Revelation 5:5. 9, is in direct contrast to His being represented as a lamb.
compare various translations of the Hebrew Scriptures.
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connect literary themes, elements, and symbols in Book of Genesis to the Book of Revelation (the beginning and the end of the Hebrew Bible in Christian tradition).
understand how the individual stories in the Book of Genesis drive the metanarrative of the entire Hebrew Bible.
elaborate on how the metanarrative gives meaning to the individual narratives in the biblical text.
Lesson Overview: A metanarrative is an overarching story with at least one theme that gives unity to the individual stories within a work. It is the grand story or “big picture” that brings unity to the smaller individual stories. On the surface, the Hebrew Bible may seem to be a collection of random stories, but a central theme binds the smaller stories into a greater one. The biblical metanarrative follows the concept of creation-fall redemption. Students will examine the metanarrative, or grand narrative that flows throughout the Book of Genesis.
Lesson Objectives: Students will: explain the meaning of a biblical metanarrative.
Key Concepts: metanarrative, “the fall,” redemption, hermeneutics, theology, plot development, setting, resolution, epilogue, transcendental truths, theme, personification, metaphor, apostrophe, symbolism
participate in group discussion via a discussion board.
examine literary elements and techniques in the Genesis metanarrative.
Expected Learning Outcomes: At the end of the lesson, students will be able to: explain the meaning, literary features, and purpose of a biblical metanarrative.
The Genesis Metanarrative (The Big Picture) LESSON THIRTY-FIVE THE GENESIS METANARRATIVE (“THE BIG PICTURE”)
examine the themes/motifs that unify the biblical storyline.
write an end-of course full-length essay about the literary features of the biblical metanarrative.
Procedure: Respond to the study questions assigned to each video and article. Respond to the reflections in complete sentences. Edit writing to correct errors. Post the reflection(s) on the discussion board. Study Directions:Questions/Activities View
within smaller stories. a.
Duration: 3-4 hours Video: Lesson 1: What is the https://www.youtube.com/watch?v=UlXBFF1Pu9EMetanarrative
d. mysterious 2. The
beyond d. before 3. A
Video: Lesson 5: The Metanarrative of https://www.youtube.com/watch?v=Qy-XeRCrV40Scripture
disconnected Academic Initiatives for Biblical Literacy in Secondary Education 241
is a Greek term that means “after” or “_________” something. a.
Materials:
Complete the “Fill in the Blanks” exercise. Fill in the blanks. 1. A metanarrative is the _________ idea of individual narratives within a book. a. hidden
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
Video: Metanarrative Pt. 1 || Tiny Tara Teaches (https://www.youtube.com/watch?v=QojAKBs40t0)Truth
Article: Fulfilling the Genesis Mandate While Helping the Poor by James J.S. Johnson, J.D., Th.D. (https://www.icr.edu/fulfilling-genesis-mandate-while-helping-poor) the video: Lesson 1: What is the https://www.youtube.com/watch?v=UlXBFF1Pu9EMetanarrative b. short c. grand prefix “meta” round b. grand c. metanarrative the ______idea comprehensive b. weaker c. amazing d.
is
Video: Metanarrative Pt. 2 || Tiny Tara Teaches https://www.youtube.com/watch?v=DlEb6C6xrbMTruth
11. (A) TRUE or (B) FALSE? The beginning of the passage “Out, out, brief candle…:” is an example of the literary device “apostrophe.”
The Genesis Metanarrative (The Big Picture)
4. The metanarrative is the story about all the stories in____________. a. literary forms b. details c. question d. history
8. The metanarrative in the drama Citizen Kane that was directed, produced, and cowritten by Orson Welles is that real happiness is linked to one’s____________. a. money b. power c. childhood d. education
10. A metanarrative has a ________and a climax. c. climax b. resolution c. setting d. conflict
12. (A) TRUE or (B) FALSE? The expression “brief candle” is symbolic of life.
9. According to the lecturer, outside forces and our _________are shaping and preparing us for what comes next. b. friends b. family c. choices d. goals
13. (A) TRUE or (B) FALSE? “Life's but a walking shadow…” is an example of metaphor 14. (A) TRUE or (B) FALSE? “…a poor player that struts and frets his hour upon the stage…” is an example of personification
15. (A) TRUE or (B) FALSE? Macbeth, the main character, is saying that life is worthless. Academic Initiatives for Biblical Literacy in Secondary Education 242
6. The reader only sees a __________of the metanarrative. a. beginning b. plan c. version d. part
5. A metanarrative is something within the stories that is not____________. a. written b. realized c. studied d. explained
7. The metanarrative in the Wizard of Oz centers on being content with the place that Providence gives one to call his or her__________. a. home b. workplace c. school d. church
Are the following statements (A) TRUE or (B) FALSE about the passage taken from William Shakespeare’s Macbeth? “Out, out, brief candle! Life's but a walking shadow, a poor player that struts and frets his hour upon the stage and is heard no more. It is a tale told by an idiot, full of sound and fury, signifying nothing.”
29. While a narrative is a story, not all narratives are fiction mythology or fairy tales.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
32. The Bible has a comprehensive message that consists of smaller individual stories.
16. (A) TRUE or (B) FALSE? Macbeth says that life is like a pathetic actor that performs for a short while.
20. (A) TRUE or (B) FALSE? In summary, the speaker proposes that a metanarrative ties smaller stories into one grand narrative with an expectation of a future happening. Study Questions: Directions: View the video: Metanarrative Pt. 1 || Tiny Tara Teaches Truth (https://www.youtube.com/watch?v=QojAKBs40t0).
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28. Based on the video presentation, metanarratives are transcendent.
19. (A) TRUE or (B) FALSE? The lecturer believes that the metanarrative prepares the reader for the next event in life.
17. (A) TRUE or (B) FALSE? The video lecturer agrees that all stories have a metanarrative that centers on the meaning of life.
27. “Transcendent” means to “be above or beyond the range of normal or human experience.”
View the video: Metanarrative Pt. 2 || Tiny Tara Teaches Truth https://www.youtube.com/watch?v=DlEb6C6xrbM
31. The teacher in the video says that the Bible is a true eternal story.
18. (A) TRUE or (B) FALSE? The speaker believes that the metanarrative to all stories is: “Our meaning, value, and purpose is to improve the quality of all life, to further it into the future for the betterment of all living creatures.”
Are the following statements (A) TRUE or (B) FALSE about the video?
25. The speaker’s main point is that the Bible should be read in its entirety-not just in parts.
26. The prefix “meta” means “to be above” or “before.”
24. A reader can misinterpret the Bible’s overarching narrative if the smaller stories are read incorrectly.
22. She questions the students about the way people read the Bible in bits and pieces.
Are the following statements (A) TRUE or (B) FALSE?
30. A story that is based on a historical record, an oral tradition, and eyewitness accounts can be a true story.
Study Directions:Questions:
21. The teacher challenges her students to share information from torn pages of a book.
23. The speaker makes the point that the Bible has a beginning, a middle, and an end.
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Study Directions:Questions:
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The Genesis Metanarrative (The Big Picture) The smaller stories communicate an overarching storyline that supplies the meaning and purpose for all the individual stories. The metanarrative is a primary idea that has transcendent truths. Transcendent realities that are those unaffected by time or space. Based on the narrator, an example of a transcendent truth is the statement: "God is good." The Hebrew Bible is a sacred story about the Israelites.
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Are the following statements (A) TRUE or (B) FALSE? Understanding the Bible as one story can affect the details of the story. The Christian Bible consists of sixty-six books. Based on the video, the Book of Genesis is a literary unit in Hebrew Scriptures. The Hebrew Bible has a structure of narratives. The speaker uses the opinions of literary, dispensation, and covenant experts to show that the Bible is a metanarrative. The frame of the Hebrew Scriptures is unfinished. The lecturer asserts that the Bible has an overarching story, and reading the entire Bible is necessary to see the plotline end. The structure of the Bible is a tightly woven storyline with no loose ends. Sub-themes and sub-plots appear throughout the Hebrew Scriptures. Biblical Literacy Secondary Education 244
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Study Directions:Questions: View the video: Lesson 4: The Metanarrative of Scripture (https://www.youtube.com/watch?v=-4BHROxJu90)
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in
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Are the following statements (A) TRUE or (B) FALSE? Literary features common in narratives include: a setting, prologue, initial conflict, plot development, resolution, and epilogue The Creation setting of Genesis is in Chapters 1 & 2. The first conflict in the Book of Genesis is in Chapter 3. Literary themes bring cohesiveness to the biblical story, The Genesis mandate is found in Chapter 1: 26-28. A mandate is an official order or commission to do something. The Creation mandate includes the following for humans: bearing the image of God, placed having authority over God’s creation, living under God’s blessing. Under the Genesis mandate, God commands humankind to populate the earth.
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View the video: Lesson 5: The Metanarrative of Scripture (https://www.youtube.com/watch?v=Qy-XeRCrV40)
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A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S A narrative has a beginning called a setting. A setting introduces the reader to the time and place of the story. The setting introduces the protagonist of the story.
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The Genesis Metanarrative (The Big Picture)
Directions:Questions:
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Read the article: “Fulfilling the Genesis Mandate While Helping the Poor” by James J.S. Johnson, J.D., Th.D. (https://www.icr.edu/fulfilling-genesis-mandate-whilethe following statements (A) CORRECT or (B) INCORRECT? As Noah’s family leaves the ark after the worldwide Flood, God renews mankind’s authority over animals. God mandates that the Flood survivors resume the task to “be fruitful, multiply, and fill the earth.” The multigenerational decree proves God’s love for life and biodiversity. According to the article, biological diversity reflects a variety of life on earth. The “Tower of Babel” narrative highlights the humans’ rejection of the Genesis mandate to fill the earth and multiply. In biblical text, Nimrod, whose name means “Let’s rebel,” is the founder of Babylon. “Babel” is the same as “Babylon” in the Hebrew language. The post-Flood population in Babel prided themselves in resisting God’s instruction. Arrogance can be detected in the words: “Let us make us a name for ourselves, lest we be scattered abroad over the face of the whole earth.” (Genesis 11:4) The original Genesis commandment requires humans to move outward and away from each other. Scattering the people all over the earth helps to fulfill God’s original mandate to humanity in Genesis 1:28. Genesis 9:1 is God’s post-Flood renewal to repopulate the earth. In the “Tower of Babel” narrative, the will of God prevails over the humans’ prideful building project. God separates the people by dividing their communication into different languages and scattering humanity across the lands (Genesis 11:9). The writer believes that God’s plan for Noah’s descendants to “fill” habitats around the world still exists.
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helping-poor) Are
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Directions:Questions:
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Study View the Video: Lesson 7: The Metanarrative of Scripture (https://www.youtube.com/watch?v=a2Jxb4Uvuxk)
63.
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ThereAMPCshall no longer exist there anything that is accursed (detestable, foul, offensive, impure, hateful, or horrible). But the throne of God and of the Lamb shall be in it, and His servants shall worship Him [pay divine honors to Him and do Him holy service] ….
79. God will fill the entire world with people who will worship Him.
74. The narrator proposes that God’s presence makes the Garden a sacred space.
80. The Sacred Space theory supports God’s claim to His earth.
AndASVthere shall be no curse anymore: and the throne of God and of the Lamb shall be therein: and his servants shall serve him; …
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AndDARBYnocurse shall be any more; and the throne of God and of the Lamb shall be in it; and his servants shall serve him, …
God'sCEV curse will no longer be on the people of that city. He and the Lamb will be seated there on their thrones, and its people will worship God…
73. The speaker refers to the Garden of Eden as a sacred space where people meet God.
NoESVlonger will there be anything accursed, but the throne of God and of the Lamb will be in it, and his servants will worship him.
ThereAMP will no longer exist anything that is cursed [because sin and illness and death are gone]; and the throne of God and of the Lamb will be in it, and His bondservants will serve and worship Him [with great awe and joy and loving devotion]; …
76. In this presentation, the theme of the Genesis metanarrative is centered on a garden-temple.
77. In the Sacred Space theme, God creates a place on earth where man worships Him.
78. God’s presence makes the place sacred.
75. The lecturer mentions Eugene Merrell’s concept of a sacred space that unfolds with the progress of God’s plan to make the entire world a holy ground.
81. God will reestablish His kingdom on the earth and undo what exists in the world today.
82. The last Book of the Christian Hebrew Bible, Revelation, says that there will no longer be any curse (2:23).
Study Questions: Directions: Read the following translations of Revelation 22:3. Answer the questions that follow.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
93. In Genesis, Chapter 2, the Tree of Life is in the midle of the Garden, while in Revelation 22, the Tree of Life is in the middle of the street in the city (New Jerusalem). Academic Initiatives for Biblical Literacy in Secondary Education
The Genesis Metanarrative (The Big Picture) NoESVUKlonger will there be anything accursed, but the throne of God and of the Lamb will be in it, and his servants will worship him.
248
90. When Adam and Eve sin by eating from the Tree of the Knowledge of Good and Evil, they lose access to the Tree of Life.
Study Directions:Questions:
89. The metanarrative of the Hebrew Bible peaks in Revelation, Chapter 22 when God removes “the curse.”
86. The Bible reader can infer that in the beginning, nothing in the world ever died before “the curse.”
View the video: Tree of Life by the Bible Project (https://bibleproject.com/explore/video/tree-of-life/) Answer the study questions that follow . Are the following questions (A) TRUE OR (B) FALSE?
NothingEXB that God judges guilty will be in that city [Nothing accursed will be there; or There will no longer be any curse; Gen. 3:16–19; Zech. 14:11]. The throne of God and of the Lamb will be there, and God’s servants will ·worship [serve] him.
91. All the preceding translations mention one throne of God except the Contemporary English Version (CEV).
83. While the Book of Genesis begins the Hebrew Bible, the Book of Revelation is the last Book in Christian Bibles.
88. The AMP translation of the Scriptures refer to sin, illness, and death as a part of “the curse.”
87. Based on the AMPC translation, the term “cursed” refers to anything that is detestable, foul, offensive, impure, hateful, or horrible.”
92. “The Lamb” symbolizes Jesus in the New Testament of Christian Bibles.
84. “The curse” mentioned in Revelation 22:3 alludes to Genesis 2:15-17 where God first promises Adam and Eve that disobedience to His command will result in their deaths.
AndGNVthere shall be no more curse, but the throne of God and of the Lamb shall be in it, and his servants shall serve him. Are the following statements (A) CORRECT or (B) INCORRECT?
85. “The curse” originates in Genesis, Chapter 3.
95. God offers eternal life through the Tree of Life mentioned in Genesis, Chapter 2.
112. Humans are the crown of God’s creation.
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109. In Christian faith, the Bible is a unified story that leads to human redemption through Jesus.
98. When humans follow their own rightness, this leads to broken relationships, violence, and death.
111. In the beginning, God created the heaven and the earth, and in the end, God will reign with His forever.
115. The Bible is a moral resource, but not a tool to use to judge others critically.
116. The presenter says that Bible is not primarily a rule Book, but it does teach one how to live and how to lead others.
99. The biblical metanarrative shows generation after generation of rebellious humans choosing false gods of their own inventions.
104. Noah uses the gopher tree to build the ark (Genesis 6:14).
110. Genesis 1:1 and Revelation 22:5 are parallel Scriptures.
96. God’s first command in Genesis is that humans eat from all the trees, including the Tree of Life.
114. The Bible is not a theological weapon to prove someone’s religious doctrine.
101. The trees used in idolatry represent false “trees of life” that lead the Hebrews into self-destruction, exile, and death.
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S
105. When the dove returns with an olive leaf in its mouth, Noah knows that the waters have receded from the earth (Genesis 8:11).
117. The speaker favors the hermeneutical approach in reading the Bible.
113. From the beginning to the end of the biblical narratives, God plans to have a relationship with people.
100. The Hebrew Scriptures record people placing the idols on tall hills with beautiful trees.
97. The information in this video proposes that the Tree of the Knowledge of Good and Evil stands for taking the authority to do what is good in one’s own eyes.
103. The first tree species mentioned by name in the Bible is the fig (Gen 3:7).
94. The video narrators suggest that the Tree of Life stands for God’s own life and creative power that is available to humanity.
107. The “Tree of Life” theme connects the first and last books of the Christian Bibles.
Study Questions: Directions: View the video: Story of the Bible: Meta-Narrative ( https://www.youtube.com/watch?v=k5nTkpuGMVI)108.Accordingtothespeaker,theBibleisaunified, overarching story.
106. From the biblical account of creation, one sees trees playing a significant role in human life, growth, and provision.
102. The Christian Bible records Jesus dying upon a tree to offer humanity eternal life.
10. In Christian tradition, how will sin and darkness be conquered, and how will humans regain paradise?
118. Hermeneutics is the study of biblical interpretation.
Study Questions (The Loss/ Restoration Theme in Biblical Literature):
9.
Initiatives
1.
123. Studying biblical metanarratives relates to the hermeneutics approach.
120. Traditionally, disciplines that rely on hermeneutics include theology, especially Biblical studies.
2.
122. Hermeneutics is concerned with human experience as preserved in the arts and literature, historical testimony, and other artifacts.
6.
8.
5.
119. Hermeneutics plays a role in disciplines whose subject matter demands interpretative approaches.
3.
Academic for Biblical Literacy in Secondary Education 250
121. The disciplinary subject matter concerns the meaning of human intentions, beliefs, and actions.
The Genesis Metanarrative (The Big Picture)
Directions: Use credible internet sources to respond to the study questions. What is the meaning of the term “abomination”? How is deception a form of lying? Based on the chart, how does God feel about deception? What does the serpent stand for in Christian tradition? How does sin break the harmony in the relationship between humanity and God? How is the serpent punished in the Book of Revelation? What are two titles for Jesus in Christian tradition? What does the “Lion of Judah” symbol represent in Jewish tradition? How the title “Lion of Judah” significant in Afro-centric cultures?
124. The Bible story is a “God-and-human” drama that unfolds over time.
4.
7.
For Reflection: As we end the lessons in this course curriculum, let us review what we have learned about biblical literacy in public education and the appreciation for the literary artistry of the Book of Genesis: (1) Teaching about the Hebrew Bible academically in public education is a First Amendment right afforded by the U.S. Constitution. (2) The Bible is “worthy of studies for its literary and historic qualities” (U. S. Supreme Court, Abington v. Schempp, 1963). (3) The narrative literary form is the most common type of literature found in the Bible, making up almost half of the total text. (4) The literary design of the first chapter of Genesis sets the stage for the entire Hebrew Bible. (5) The repetition of connective words, phrases, characters, themes, plots, symbols, and concepts connect the individual narratives to form a well-developed metanarrative, the “Big Picture.” (6) In Christian tradition, the climax of the Bible story is Jesus’ birth, death, and resurrection to redeem flawed humanity and restore humans to their first state of perfection in relationship with God. Elaborate on what you have learned from this course.
Academic Initiatives for Biblical Literacy in Secondary Education 251
A Literary Study of the Book of Genesis by Wilma J. Brown-Foreman, ED. S A Closing Thought: “Knowledge is power. Power to do evil or power to do good. Power itself is not evil. So, knowledge itself is not evil.”
Veronica Roth, Alliegent
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The Genesis Metanarrative (The Big Picture)
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